{"title":"An Idea to Explore: Art Based Learning (ABL) in Biochemistry as a Creative Pedagogy to Visualize, Reflect, and Understand Biochemical Concepts","authors":"Krishna Mohan Surapaneni","doi":"10.1002/bmb.70024","DOIUrl":"10.1002/bmb.70024","url":null,"abstract":"<div>\u0000 \u0000 <p>Art-based learning (ABL) offers a transformative pedagogy for biochemistry education by bridging cognitive understanding with emotional and reflective engagement. Traditionally viewed as abstract and detached, biochemistry often risks becoming a rote exercise in memorization. ABL reanimates this learning space by inviting observation, creation, and interpretation through museum art, creative writing, performance, and multimedia. The different forms of ABL collectively cultivate visual reasoning, creative inquiry, and emotional engagement, enabling learners to approach biochemistry with curiosity and connection. Rather than memorizing molecular facts, students begin to interpret, question, and internalize concepts thereby bridging scientific precision with human meaning and fostering a deeper, more integrated understanding of life at the molecular level.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 1","pages":"103-108"},"PeriodicalIF":0.9,"publicationDate":"2026-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145480810","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}
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":"2026-02-06","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}
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":"2026-02-06","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}
{"title":"Song: What Makes You Albumin (to the tune of “What Makes You Beautiful”*)","authors":"Seshadri Reddy Varikasuvu, Derek T. McLachlin","doi":"10.1002/bmb.70028","DOIUrl":"10.1002/bmb.70028","url":null,"abstract":"<p>The authors declare no conflicts of interest.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 1","pages":"7-8"},"PeriodicalIF":0.9,"publicationDate":"2026-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12877969/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145809171","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}