Biochemistry and Molecular Biology Education最新文献

{"title":"Online case-based learning for medical students as a teaching method for biochemistry at King Abdulaziz University amid COVID-19 pandemic (a study conducted in 2021)","authors":"Eman A. Kubbara,&nbsp;Nasreldin Marhoum Ahmed,&nbsp;Turki Alamri,&nbsp;Marwan A. Bakarman,&nbsp;Husam Malibary,&nbsp;Rasha Eid,&nbsp;Abdulrahman Omer Alzahrani","doi":"10.1002/bmb.21795","DOIUrl":"10.1002/bmb.21795","url":null,"abstract":"<p>Online case-based learning (CBL) is a method used by King Abdulaziz University to teach medical students in their preclinical years. The use of CBL in basic sciences is important for enabling medical students to correlate basic sciences with future clinical practice. This study implemented online CBL for biochemistry teaching as part of the medical genetic module for 3rd-year preclinical students. Teaching during the study was completely online because of restricted precautions caused by the COVID-19 pandemic, except for practical sessions that were held on campus. The case was presented to the students involved in prenatal screening and diagnosis. Students were guided to learn and discuss the biochemical tests used for prenatal screening and diagnosis and their clinical importance. They were divided into two groups: the control group was given an online lecture and the intervention group was given an online CBL session before the lecture. The online lecture was given to both groups simultaneously by the same instructor, and then 10 MCQs tests were distributed to both groups after the lecture, and their test scores were compared. A 10-question survey was administered to the intervention group to assess their perception of the online CBL session after the test. A significant difference was found between the intervention and control groups regarding test scores (<i>p</i> &lt; 0.001), and most students found the online CBL session enjoyable and motivating.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"52 2","pages":"136-144"},"PeriodicalIF":1.4,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.21795","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41232101","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":"An integrated laboratory work to improve students' practical skills and attitudes toward biochemistry in the biochemistry course","authors":"Yunita Arian Sani Anwar,&nbsp;Muti'ah Muti'ah,&nbsp;Yuli Kusuma Dewi","doi":"10.1002/bmb.21787","DOIUrl":"10.1002/bmb.21787","url":null,"abstract":"<p>This research reports on implementing the integrated laboratory work to achieve effective learning in the biochemistry course. The integrated laboratory work includes three stages: pre-laboratory, lab work, and post-laboratory. In other words, the three stages include planning, implementing, and evaluating investigation activities in the laboratory. The research design used was a posttest control group design consisting of a control and an experimental group. There were 67 students as respondents, who were divided into control (<i>N</i> = 33) and experimental (<i>N</i> = 34) groups. Practical skills were measured using an assessment rubric with the involvement of the observer. The categories of practical skills measured were procedural skills, observation skills, interpretation skills, and reporting skills. Attitude toward biochemistry was measured using a questionnaire with five Likert scales. The indicators of attitudes toward biochemistry used were liking for a biochemistry theory lesson, liking for biochemistry laboratory work, evaluative beliefs about biochemistry, and behavioral tendencies to learn biochemistry. The influence of the implementation of the integrated laboratory work on the students' practical skills and attitudes toward biochemistry was analyzed using MANOVA. The research result shows that implementing the integrated laboratory work improves students' average scores in practical skills and attitudes toward biochemistry. All the practical skills and attitudes categories in the experimental group have a higher score than those in the control group. The reason is that the work of the integrated laboratory can prepare students to conduct better investigations in biochemistry laboratory work.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"52 1","pages":"36-44"},"PeriodicalIF":1.4,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41189904","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 low-cost cure for CUREs: An undergraduate microbiology course engaging students in authentic research using publicly available datasets","authors":"Ognenka Avramovska,&nbsp;Megan E. Rokop","doi":"10.1002/bmb.21793","DOIUrl":"10.1002/bmb.21793","url":null,"abstract":"<p>Undergraduate research experiences are key to preparing STEM students for a range of careers and graduate programs, and to impacting retention in STEM. Providing undergraduate research experiences can be challenging for institutions due to the high cost associated with equipment and reagents, lab space, and research mentors. In this study, we present an upper-level microbiology seminar course that does not require these resources, as each student chooses and performs their own research project using data obtained from publicly available datasets. The faculty member provides hands-on instruction and regular feedback to mentor the cohort of students through all stages of their research projects, from honing a research question, to choosing a dataset, to data analysis and visualization. Students build science communication skills through each writing a scientific paper, and creating and presenting a scientific poster. These papers and presentations, along with results from student pre- and post-surveys, demonstrate that students built research and communication skills, while also building their confidence and interest in science careers. To access this research experience, students only need to register for this course; no application or selection is required, and no prior research experience is expected. The use of publicly available data makes this course a low-cost way to integrate authentic research projects into the college curriculum, and can be adapted to courses in any discipline. Such “low-cost CUREs” (course-based undergraduate research experiences) can be used to build capacity for undergraduate research experiences that are so crucial to preparing students for opportunities in and beyond college.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"52 1","pages":"106-116"},"PeriodicalIF":1.4,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41189903","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":"An idea to explore: Determination of single nucleotide polymorphisms in alcohol metabolism-related genes using PCR-based assays to understand the link between an individual's genotype and phenotype","authors":"Naoto Shirasu,&nbsp;Shin'ichiro Yasunaga","doi":"10.1002/bmb.21794","DOIUrl":"10.1002/bmb.21794","url":null,"abstract":"<p>Here, we propose a laboratory exercise to quickly determine single nucleotide polymorphisms (SNPs) in human <i>alcohol dehydrogenase 1B</i> (<i>ADH1B</i>) and <i>aldehyde dehydrogenase 2</i> (<i>ALDH2</i>) genes involved in alcohol metabolism. In this exercise, two different genotyping methods based on polymerase chain reaction (PCR), namely allele-specific (AS) PCR and a PCR-restriction fragment polymorphism (RFLP) analysis, can be performed under the same PCR program (2-step × 35 cycles, 35 min total) in parallel using a hair root lysate as a template. In AS-PCR, the target regions of the G- or A-alleles of both genes are allele-specifically amplified in a single PCR tube. In the PCR-RFLP analysis, the two genes are amplified simultaneously in a single tube, and then a portion of the PCR product is double-digested with restriction enzymes <i>Msl</i>I and <i>Eam</i>1104I for 5 min. The resulting reaction products of each method are electrophoresed side by side, and the genotypes are determined from the DNA band patterns. With the optimized protocol, the whole process from template preparation to genotyping can be completed in about 75 min. During PCR, students also perform an ethanol patch test to estimate their ability to metabolize alcohol. This series of experiments can help students learn the principles and applications of PCR/SNP analyses. By comparing the genotypes revealed by PCR and the phenotypes revealed by the patch tests, students can gain a better understanding of the clinical value of genetic testing.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"52 1","pages":"117-126"},"PeriodicalIF":1.4,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41181980","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":"Evolution of a self-renewing, participant-centered workshop series in BMB assessment","authors":"Ludmila Tyler,&nbsp;Peter J. Kennelly,&nbsp;Shelly Engelman,&nbsp;Kirsten F. Block,&nbsp;Jennifer C. Bobenko,&nbsp;Jaclyn Catalano,&nbsp;Jesica A. Jones,&nbsp;Margaret I. Kanipes-Spinks,&nbsp;Yang Mooi Lim,&nbsp;Jennifer Loertscher,&nbsp;Tejiri Olafimihan,&nbsp;Hailey Reiss,&nbsp;Territa L. Upchurch-Poole,&nbsp;Yufeng Wei,&nbsp;Kimberly J. Linenberger Cortes,&nbsp;Victoria Del Gaizo Moore,&nbsp;Daniel R. Dries","doi":"10.1002/bmb.21789","DOIUrl":"10.1002/bmb.21789","url":null,"abstract":"<p>We present as a case study the evolution of a series of participant-centered workshops designed to meet a need in the life sciences education community—the incorporation of best practices in the assessment of student learning. Initially, the ICABL (Inclusive Community for the Assessment of Biochemistry and Molecular Biology/BMB Learning) project arose from a grass-roots effort to develop material for a national exam in biochemistry and molecular biology. ICABL has since evolved into a community of practice in which participants themselves—through extensive peer review and reflection—become integral stakeholders in the workshops. To examine this evolution, this case study begins with a pilot workshop supported by seed funding and thoughtful programmatic assessment, the results of which informed evidence-based changes that, in turn, led to an improved experience for the community. Using participant response data, the case study also reveals critical features for successful workshops, including participant-centered activities and the value of frequent peer review of participants' products. Furthermore, we outline a train-the-trainer model for creating a self-renewing community by bringing new perspectives and voices into an existing core leadership team. This case study, then, offers a blueprint for building a thriving, evolving community of practice that not only serves the needs of individual scientist-educators as they seek to enhance student learning, but also provides a pathway for elevating members to positions of leadership.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"52 1","pages":"58-69"},"PeriodicalIF":1.4,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.21789","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41181981","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":"E-learning and research experience exchange in the online setting of student peer mentor network during COVID-19 pandemic and beyond: A laboratory case study","authors":"Dorota Lubanska,&nbsp;Sami Alrashed,&nbsp;Lia Oschanney,&nbsp;Alan Cieslukowski,&nbsp;Ali Nadi,&nbsp;Philip Habashy,&nbsp;Adam Renaud,&nbsp;Antonio Roye-Azar,&nbsp;Mohamed Soliman,&nbsp;Kadila Adili,&nbsp;Allison Baker,&nbsp;Maliha Baseet,&nbsp;Amy Llancari,&nbsp;Aiden Mitrevski,&nbsp;Sahar Mouawad,&nbsp;Kim Nguyen,&nbsp;Alexandra Sorge,&nbsp;Katie Zuccato,&nbsp;Emmanuel Boujeke,&nbsp;Jason Cala,&nbsp;Stephanie Dinescu,&nbsp;Marissa Ho,&nbsp;Almas Khan,&nbsp;Deya'a Almasri,&nbsp;Daniel Dunn,&nbsp;Hasan Ghafoor,&nbsp;Eddie Grimmett,&nbsp;Elie Mouawad,&nbsp;Ria Patel,&nbsp;Milica Paunic,&nbsp;Depen Sharma,&nbsp;Tiana Visconti,&nbsp;Vanessa Vuong,&nbsp;Lisa A. Porter","doi":"10.1002/bmb.21792","DOIUrl":"10.1002/bmb.21792","url":null,"abstract":"<p>For close to 2 years, we have witnessed the impacts of the SARS-CoV-2 pandemic on research at several different levels. Among the list, limited access to laboratory-based training for undergraduate students prevented this cohort from gaining exposure to the realities of a research laboratory at a critical time in training when they may have found motivation in this area as a career. COVID exposed a weakness in our training pipeline; an extreme dependency on face-to-face training that threatened to create a void in the research talent needed to replenish the scientific community every year. In the classroom, we witnessed a revolution of e-learning based approaches that could be rapidly implemented based on existing footprints. Out of necessity, our laboratory developed and implemented an e-learning model of an undergraduate peer mentor network that provides a knowledge and experience exchange platform between students with different levels of research experience. Implementation of the platform was to aid students with gaining knowledge in multiple aspects of scientific research and hands-on work in a research laboratory. The collaboration between the students of the network was aimed at not only advancing the theoretical and practical research experience, but also at developing feedback implementation and practicing “soft skills” critical for teamwork and leadership. Herein, we present an overview of the model along with survey responses of the students participating in the peer mentor network. We have found that peer delivery of practical benchwork both via scientific presentations and visualized experiments, reduced the time of training and the amount of staff assistance needed when students returned to the bench. Furthermore, this model accelerated student independence in laboratory work and increased research interest overall. In summary, the model of a peer mentor network has the potential to serve as a training platform and as a customized tool, supplementing research laboratory training at the undergraduate level beyond the pandemic.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"52 1","pages":"93-105"},"PeriodicalIF":1.4,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.21792","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41110418","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":"An online research immersion program to increase introductory science student confidence and science identity","authors":"Erica J. Zheng,&nbsp;Elizabeth Oakes,&nbsp;Julie Roden","doi":"10.1002/bmb.21788","DOIUrl":"10.1002/bmb.21788","url":null,"abstract":"<p>The number of undergraduate students from underrepresented backgrounds enrolled in science and technology-related courses has increased over the past 20 years, but these students' persistence in STEM majors until graduation still lags behind the overall college population. Interventions like exposure to independent research, instruction using active learning, and connection within a scientific community have been shown to increase persistence and the development of science identity, especially for underrepresented minority students (URM), students with high financial need, and first-generation college students. However, exposure to research for introductory students can be expensive or challenging for an institution to provide and for some students to access. We designed Wintersession Research Week as a remotely taught, collaborative introduction to independent research for beginning undergraduate students, prioritizing those traditionally underrepresented in STEM (low income, first generation, and URM students). Because this program utilized graduate students as research mentors, we also provided training and mentoring to develop the next generation of science faculty. We found that the program helped undergraduate student participants to develop a scientific identity and increase confidence in their skills, and that graduate students found the experience valuable for their future teaching. We believe that elements of this program are adaptable to both virtual and in-person settings as an introduction to research, mentorship, and teaching for students and mentors.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"52 1","pages":"45-57"},"PeriodicalIF":1.4,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.21788","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41100913","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":"Modeling in molecular genetics allows students to make connections between biological scales","authors":"Kristy J. Wilson,&nbsp;Allison K. Chatterjee","doi":"10.1002/bmb.21790","DOIUrl":"10.1002/bmb.21790","url":null,"abstract":"<p>Students often see college courses as the presentation of disconnected facts, especially in the life sciences. Student-created Structure Mechanism/Relationship Function (SMRF) models were analyzed to understand students' abilities to make connections between genotype, phenotype, and evolution. Students were divided into two sections; one section received instructions that included a specific gene as an example related to larger issues like human disease or the environment. The other section was only given generic examples, like gene X and phenotype Y. Coding of exam models and a comprehensive (extensive) model reveled students were able to make links and work within and between biological scales of organization. Modeling provided a way to show and allow students to practice and demonstrate the ability to build step-by-step causal relationships that link ideas together. We also observed a small differing with students receiving the specific prompt performing better than students receiving generic prompt at the point in the semester where linking across many biological scales was required to be successful.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"52 1","pages":"70-81"},"PeriodicalIF":1.4,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41096104","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 cord of four strands: Perspective of pre-medical and medical students on combined teaching modalities in undergraduate biochemistry","authors":"Simeon Andrews,&nbsp;Pradipta Paul,&nbsp;Ali Chaari","doi":"10.1002/bmb.21791","DOIUrl":"10.1002/bmb.21791","url":null,"abstract":"<p>Despite being a traditional coursework for pre-medical and medical students around the globe, biochemistry education suffers from a lack of positive appreciation due to the nature of the subject combined with deficiency of teaching modalities. A first semester biochemistry course was designed to include four different teaching modalities: lectures, recitations, case studies, and student presentations. A multi-item, anonymous, and voluntary questionnaire was distributed to students who had just completed the course and to those who had taken it the previous year. The questionnaire asked students to evaluate the course and how the different modalities affected their learning. These questionnaires took place in a two-year period between 2020 and 2021. Eighty-six (46%) of 186 total students responded. The vast majority of respondents agreed with the use of multimodal teaching techniques with respect to its impact on overall preparedness for future coursework, understanding, and enjoyability. Lectures and recitations were found to be the most useful in information retention and learning, although the same were found to be less enjoyable than other modalities. Although case studies and presentations were found to be enjoyable, most students ranked them low in terms of information retention and were the most voted to be removed from the course. There was general agreement between premedical and medical students' perception on the usefulness of the multimodal teaching techniques with respect to medical biochemistry modules and standardized exams. The agreement between cohorts suggests the premedical students accurately evaluated the usefulness of the course for the following year and validates the usefulness of the premedical student surveys. Use of multiple modalities in biochemistry education can be of substantial benefit in engaging and preparing students for further education.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"52 1","pages":"82-92"},"PeriodicalIF":1.4,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41091900","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":"Importance of three physiological models for teaching the carbohydrates metabolism","authors":"Sofía Judith Garófalo,&nbsp;Lydia Galagovsky,&nbsp;Manuel Alonso","doi":"10.1002/bmb.21785","DOIUrl":"10.1002/bmb.21785","url":null,"abstract":"<p>In this work extensive misconceptions of university students' —from nutrition area— about the metabolism of carbohydrates (CHM) in the human organism have been documented. The results lead to consider their difficulties concerning the learning of a complex set of imbricated biochemical models involved. Pursuant to these considerations, three physiological models are proposed as conceptual axes around which CHM in the human organism could be taught, in order to avoid fragmentation in students' knowledge and to give simple physiological contexts where to integrate those biochemical models. These contexts are: (a) a physiological model of the carbon cycle, (b) a physiological model of blood glucose uptake and homeostasis, and (c) a physiological model of the availability of small metabolites.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"52 1","pages":"25-35"},"PeriodicalIF":1.4,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10290358","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}