让学生参与以遗传学课程为基础的本科生研究体验,在混合学习中利用秀丽隐杆线虫探索人类疾病基因变异。

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Journal of Microbiology & Biology Education Pub Date : 2023-11-16 eCollection Date: 2023-12-01 DOI:10.1128/jmbe.00078-23
Natalie R Forte, Virginia N Veasey, Bethany J Christie, Amira Carter, Marli A Hanks, Alan Holderfield, Taylor Houston, Anil K Challa, Ashley N Turner
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引用次数: 0

摘要

利用生物信息学方法对模型系统进行遗传分析,为具体和概念性地理解基因结构和功能提供了丰富的背景。为了让学生参与研究并利用线虫模型探索疾病生物学,我们在一个混合(在线/面对面)学习环境中开发了一个为期一学期的基于课程的本科生研究体验(CURE)--基因编辑和线虫进化探索 CURE(GENE-CURE)。学生们结合使用生物信息学和分子遗传学工具,对人类同源物中与疾病相关的不确定意义变异(VUS)进行了结构-功能分析。在一系列讲习班式研究会议的帮助下,学生们以 2 到 6 人的小组为单位,确定跨物种的保守 VUS 位点,设计并测试基于聚合酶链式反应的检测方法,以对线虫中的基因进行定向编辑和下游基因分型。研究会议讨论、负责任的研究培训、电子实验室笔记本、项目报告、测验和研究研讨会上的小组海报展示都是对学习目标和研究进展掌握情况的评估。收集了学生的自我反思,以评估参与度、科学认同感和科学效率。对这些反思的定性分析表明,所有学生在 GENE-CURE 的许多方面都有所收获(研究学习过程、研究自信心和科学认同感以及个人兴趣)和挑战(迭代研究和失败、时间管理、COVID-19 大流行病和生活问题)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Engaging students in a genetics course-based undergraduate research experience utilizing Caenorhabditis elegans in hybrid learning to explore human disease gene variants.

Genetic analysis in model systems using bioinformatic approaches provides a rich context for a concrete and conceptual understanding of gene structure and function. With the intent to engage students in research and explore disease biology utilizing the nematode Caenorhabditis elegans model, we developed a semester-long course-based undergraduate research experience (CURE) in a hybrid (online/in-person) learning environment-the gene-editing and evolutionary nematode exploration CURE (GENE-CURE). Using a combination of bioinformatic and molecular genetic tools, students performed structure-function analysis of disease-associated variants of uncertain significance (VUS) in human orthologs. With the aid of a series of workshop-style research sessions, students worked in teams of two to six members to identify a conserved VUS locus across species and design and test a polymerase chain reaction-based assay for targeted editing of a gene in the nematode and downstream genotyping. Research session discussions, responsible conduct of research training, electronic laboratory notebook, project reports, quizzes, and group poster presentations at a research symposium were assessed for mastery of learning objectives and research progress. Self-reflections were collected from students to assess engagement, science identity, and science efficacy. Qualitative analysis of these reflections indicated several gains suggesting that all students found many aspects of the GENE-CURE rewarding (learning process of research, self-confidence in research and science identity, and personal interest) and challenging (iterative research and failure, time management, COVID-19 pandemic, and life issues).

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来源期刊
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.00
自引率
26.30%
发文量
95
审稿时长
22 weeks
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