Biochemistry and Molecular Biology Education最新文献

Cinemeducation is an effective tool to help students develop humanistic skills. However, there was a need for more studies to find out if this can also be utilized to improve the interest and satisfaction of students learning about rare diseases such as the inborn errors of metabolism. The aim was to introduce cinemeducation as part of early clinical exposure and teach first-year MBBS students in the Department of Biochemistry about inborn errors of metabolism. This was a quasi-experimental, cross-over study involving 100 MBBS students. Movie clips prepared from Lorenzo's Oil (for Lipid metabolism) and Extraordinary Measures (for Lysosomal Storage Disease) and corresponding paper-based cases; questionnaires and feedback forms were validated by expert group review. Students' academic performance was improved in the groups where the Extraordinary Measures movie was used for cinemeducation. Still, this effect was not observed when the movie Lorenzo's Oil was used. Both learners and facilitators were satisfied with cinemeducation. Cinemeducation was effectively introduced to teach inborn errors of metabolism in the Department of Biochemistry topic-dependent manner.

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.

To evaluate the impact of active learning approaches in a basic molecular and cell biology course for undergraduate students, we assessed the effect of learning by teaching and peer review on the learning outcomes. A literature seminar activity with peer review and feedback was organized as a compulsory activity for all students, covering about 25% of the course content. The remaining 75% of the course was delivered as classical lectures. The students collaborated in groups to present the content of a review article complemented with a research article. For each group of students, an opponent group was assigned to challenge the presenting group by questions and contribute to the evaluation of the presentation together with the teacher. Based on the feedback survey, the students reacted positively to this active learning exercise, and they strongly recommended keeping it in the future editions of the course. The students' exam scores strongly indicated that the learning outcomes from the learning by teaching part of the course were consistently higher than from the classical lecture part of the course. Further optimization of the active learning part of the course is outlined based on student feedback.

Course-based Undergraduate Research Experiences (CUREs) integrate active, discovery-based learning into undergraduate curricula, adding tremendous value to Biochemistry and Molecular Biology (BMB) education. There are multiple challenges in transforming a research project into a CURE, such as the readiness of students, the time commitment of the instructor, and the productivity of the research. In this article, we report a CURE course developed and offered in the University of Massachusetts Amherst BMB Department since 2018 that addresses these challenges. Our CURE focuses on fungal effectors which are proteins secreted by a destructive pathogenic fungus Fusarium oxysporum, one of the top five most devastating plant pathogens. By studying this group of proteins, students are connected to real-world problems and participate in the search for potential solutions. A 3-week “standard Boot Camp” is implemented to help students familiarize themselves with all basic techniques and boost their confidence. Next, molecular cloning, a versatile technique with modularity and repeatability, is used as the bedrock of the course. Our past 5 years of experience have confirmed that we have developed a novel and feasible CURE protocol. Measurable progress documented by students who took this course includes stimulated active learning and increased career trajectory to pursue hypothesis-based research to address societal needs. In addition, data generated through the course advance ongoing lab research. Collectively, we encourage the implementation of CURE among research-intensive faculty to provide a more inclusive research experience to undergraduate students, an important element in predicting career success.

Many STEM disciplines are underrepresented to High School students. This is problematic as many students' decisions for college are shaped by their experiences and achievements in high school. Short content-oriented modules have been shown to encourage science identity and otherwise benefit the students' learning. Following the ASBMB's outreach protocol, we developed a short content-oriented module aimed at a high school biology classroom. Students interacted with 3D models of DNA and transcription factors while exploring structure–function relationships and introductory biochemistry topics. The high school teacher was impressed with the students' response to the module, specifically the ease with which students learned, their enthusiasm, and their recall of the experience. We provide all materials necessary to use this module, including student worksheet and printable model coordinates. We encourage both high school instructors and professional biochemists to consider similar module using physical models.

With the emergence of innovative technologies, including combinatorial chemistry, high-throughput screening, computer-aided drug design (CADD), artificial intelligence (AI) and big data, the importance of drug design in the field of drug discovery and development is increasing. Additionally, education in drug design plays an important role in the training of pharmaceutical talent. Starting with undergraduates, cultivating pharmaceutical design thinking, developing innovation and creativity, and establishing an interdisciplinary knowledge system will not only provide students with a solid knowledge basis but also promote the development of the pharmaceutical industry in China. This article presents the current status of pharmaceutical education and the distribution of drug design courses in China and summarizes the employment prospects of graduates, thus providing valuable references and evidence for global pharmaceutical design education.

Biochemistry is an important professional course to undergraduates majoring in rehabilitation therapy in medical colleges and universities. To deepen students' understanding of the taught content, enhance their application ability and cultivate their high-level thinking ability, we investigated the effect of integration of the nine-grid thinking model into the teaching process. With the inline and divergence of relevant knowledge as the guiding ideology, students' understanding of knowledge points was deepened through thinking visualization. According to the questionnaire survey, 75% of the students believed that the application of the nine-grid thinking model was an effective teaching method for improving the efficiency of teaching and enhancing the teaching effect. In addition, a team of four students from the investigated class were granted by the 2021 Shanxi University Student Innovation and Entrepreneurship Training Program and awarded RMB 6000 as a research fund (20210563). According to them, the application of the nine-grid thinking model in teaching is of great significance for cultivating students' higher-order thinking ability. The findings of this study might provide a new, effective approach to college course teaching.

The COVID-19 pandemic forced educators to teach in an online environment. This was particularly challenging for those teaching courses that are intended to support bench science research. This practitioner article tells the story of how an instructor transformed their Course-based Undergraduate Research Experience (CURE) using the Backwards Design Method into a synchronous online course. Research objectives in this transformed course included: conducting a literature review, identifying research questions and hypotheses based on literature, and developing practical and appropriate research methodologies to test these hypotheses. We provide details on how assignments were created to walk students through the process of research study design and conclude with recommendations for the implementation of an online CURE. Recommendations made by the instructor include scaffolding the design, building opportunities for collaboration, and allowing students to fail in order to teach the value of iteration. The Backwards Design framework naturally lends itself to a scaffolded instructional approach. By identifying the learning objectives and final assessment, the learning activities can be designed to help students overcome difficult concepts by filling in the gaps with purposeful instruction and collaborative opportunities. This present course also practiced iteration through the extensive feedback offered by the instructor and opportunities for students to revise their work as their understanding deepened. Anecdotally, based on end of course reviews, students overall had a positive experience with this course. Future work will examine the efficacy of student learning in this online environment and is forthcoming.

The computer-aided drug design (CADD) course that spans biochemistry, computational chemistry, medicinal chemistry, and other cutting-edge sciences is considered an important course by pharmaceutical universities in China. The course teaches students how drugs bind to protein targets and exert their biological activities using computer tools, and covers the basic principles of drug development and optimization. Due to the lockdown and social distancing measures adopted during the coronavirus disease 2019 (COVID-19) pandemic, the CADD course in Shenyang Pharmaceutical University was briefly suspended. Thereafter, it was taught in the online mode by adopting a novel blended teaching method. Through a questionnaire survey and final report assessment, we found that blended teaching might provide an opportunity to stimulate greater motivation and interest in students as well as improve teaching effectiveness and learning outcomes of the course. This study describes how we conducted the CADD course during the COVID-19 period with the intention of providing a reference for other teachers to conduct similar courses.

An understanding of structure–function relationships in proteins is essential for modern biochemical studies. The integration of common freely accessible bioinformatics tools available online with the knowledge of protein-engineering tools provide a fundamental understanding of the application of protein structure–function for biochemical research. In order for students to apply their prior knowledge of recombinant protein technology into the understanding of protein structure–function relationships, we developed a semester-long project-oriented biochemistry laboratory experience that is the second laboratory course of a series. For easier integration of knowledge and application, we organized this course into four sequential modules: protein structure visualization/modification, mutagenesis target identification, site-directed mutagenesis, and mutant protein expression, purification, and characterization. These tasks were performed on the protein small laccase (SLAC) that was cloned and characterized by students in the previous semester during the first biochemistry laboratory course of the series. This goal-oriented project-based approach helped students apply their prior knowledge to newly introduced techniques to understand protein structure–function relationships in this research-like laboratory setting. A student assessment before and after the course demonstrated an overall increase in learning and enthusiasm for this topic.