Biochemistry and Molecular Biology Education最新文献

The abstract and complex nature of molecular biology often presents significant challenges for students at all levels of study. Traditional teaching methods, such as the use of 2D diagrams, may not fully convey the intricacies of these topics, leading to difficulties in comprehension and engagement. This study aimed to introduce 3D-printed and virtual protein models into a secondary school classroom to enhance students' understanding of protein structure. 3D models were designed using ChimeraX and were either 3D printed or hosted online as interactive virtual models. A PowerPoint presentation was used to introduce the concept of protein structure in a didactic manner. Next, students answered questions on worksheets using the protein models. These worksheets promoted inquiry-based and self-directed learning through research-guided questions and challenges. Feedback revealed that students found the workshop innovative and engaging. All participants indicated that the 3D-printed models enhanced their understanding of protein structure and expressed interest in future hands-on workshops. These findings highlight the potential of modern, model-based teaching approaches to improve comprehension of protein folding and structure.

Debunking pseudoscience is difficult, especially for early-career students and the public. Recently, in particular the Corona pandemic has spawned a whole range of pseudoscientific claims and conspiracy theories, many of which are publicly available in the style of scientific articles on preprint servers, in predatory journals, or in some cases even as regular scientific papers making it difficult to distinguish scientific papers from pseudoscience. One example is a recently published paper claiming that PCR is unreliable because DNA is thermolabile. While experts have the skills to recognize such pseudoscience, inexperienced early-career students usually have few chances to critically evaluate such claims. Here, we present some simple experiments that combine several aspects: (I) the analysis of a seemingly reputable publication, (II) planning experiments on the physicochemistry of DNA, (III) conducting and analyzing these experiments, and finally (IV) the refutation of the claim that PCR is unreliable. These experiments can be carried out in any standard laboratory with basic molecular biology equipment. They are therefore suitable for undergraduate programs and for high school courses. The model case described here enables students to critically evaluate these claims through practical investigations and to form their own informed opinion. The participants gained new insights into the planning of experiments and a completely new perspective on the subject of science and pseudoscience.

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 p < 0.05).

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.

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.

Proteins are essential in biological systems, acting in transport, catalysis, and immune defense processes. However, these biomolecules' structural and functional complexity makes teaching and understanding these topics challenging. To address this difficulty, this study aimed to develop tutorials that facilitate learning and teaching about proteins based on structural analysis and molecular visualization through the interactions of the antigen–antibody complex. Thus, the ChimeraX platform was chosen as the central tool due to its intuitive interface and features that allow the manipulation and visualization of three-dimensional molecules, such as proteins, DNA, and chemical compounds, in .pdb format. The software combines visual and analytical functions, covering from basic to advanced aspects, adapting to the user's level of knowledge. The study presented three practical tutorials: (i) presentation of the tool, (ii) focusing on immunology, and (iii) addressing aspects of biochemistry. These tutorials demonstrated how to use ChimeraX to explore the relationship between protein structure and function, highlighting topics such as molecular interactions and other relevant biochemical processes. In addition, the Tutorials 1 and 2 were validated through the application in a microbiology undergraduate class, followed by a questionnaire and CVI analysis, which confirmed their clarity, relevance, and applicability, reinforcing their role as effective resources for integrating bioinformatics into health-related courses. Thus, the study contributes to disseminating knowledge methods and tools that enable more dynamic and accessible learning through visual and interactive approaches.