Advancing Chemical Education in Biotechnology Undergraduates: A Hands-On Laboratory Experiment to Teach the Lateral Flow Immunoassay for Biomarker Detection
Yulieth D. Banguera-Ordoñez, Amadeo Sena-Torralba*, Sara Martorell-Tejedor, Ana Hernanz-Grimalt, Ángel Maquieira and Sergi Morais*,
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引用次数: 0
Abstract
The lateral flow immunoassay (LFIA) is a simple and cost-effective rapid diagnostic test designed for the on-site detection of disease biomarkers. In the context of introducing this technique to undergraduate biotechnology students, we propose a comprehensive 5 h laboratory experiment. This experiment covers various aspects, including the bioconjugation of gold nanoparticles with antibodies, optimization of the bioconjugation procedure using the gold aggregation test, lab-scale manufacturing of the test strips, and the detection of the human protein biomarker lactate dehydrogenase as a proof of concept. Several strategies are employed to assess student learning in the context of this laboratory experiment. These strategies include pre-lab and post-lab discussions, a rubric for practical skills, observation and feedback, and a post-lab assessment requiring students to answer three in-depth questions on the material, procedure, and fundamentals covered, concluding with an end-of-lab report. The main goal of this experiment is to highlight the pedagogical potential inherent in utilizing cost-effective and accessible laboratory tools, specifically lateral flow immunoassays. The aim of integrating these methodologies is to provide students with a concrete and experiential understanding of analytical chemistry, biosensing, and nanotechnology, which are continually evolving fields.
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.