Biochemistry and Molecular Biology Education最新文献

This randomized controlled trial assessed the comparative effectiveness of a biochemistry education program delivered through an immersive virtual reality (iVR) experience and traditional video-based instruction. Undergraduate students enrolled in three nutrition courses from a large R1 American university participated (n = 95). Students were randomly assigned to either an iVR condition (n = 48) or a video condition (n = 47). Students either viewed a nutritional biochemistry video or participated in an interactive iVR nutritional biochemistry experience. Nutritional biochemistry quiz scores improved, with a significant difference between the video condition and iVR condition (P = 0.05). Engagement scores were higher for the iVR (mean = 4.60) compared to the video (mean = 4.33; p = 0.02). Additionally, the total heuristic evaluation was higher for the iVR group compared with the video group (p = 0.01). Delivery of biochemistry education materials through iVR technology was shown to be more engaging than traditional video-based instruction.

For STEM faculty to approach teaching as a scientist, they must develop tools for data collection and analysis of student learning outcomes. Here, we report a methodology for the development of a learning outcomes assessment instrument and statistical analysis of that instrument that can be undertaken in a short amount of time by a few faculty members with little to no funding. Our team of instructors at a public land-grant university developed an instrument for our single-semester nonmajors biochemistry course. The instrument consists of eight sets of multiple true/false questions assessing learning objectives covering topics within protein structure and function, thermodynamics, and metabolism. We employed the instrument as a pre- and postcourse evaluation for several semesters. We conducted statistical analyses on overall exam scores and on individual questions. The results indicate that between the beginning and the end of the semester students achieved statistically significant increases in their cumulative scores. Finer-grained analysis revealed that students displayed little to no improvement in specific content areas and concepts. These findings point to areas in need of pedagogical interventions.

The teaching of laboratory skills to undergraduate students is central to all experimental sciences. In this setting, students must understand the experimental procedures as well as the fundamental principle(s) being demonstrated, all while learning within a limited time. Other limiting factors include access to equipment and reagents, resulting in students frequently working in pairs or small groups to complete experiments, and consequently, students gain limited experience in the practical techniques. In addition, due to competing subjects and a filled curriculum, there is typically limited or no opportunity for students to repeat a laboratory exercise. As a result, the time pressure forces students to focus on completing the laboratory exercise without engaging at a deeper level with the concepts and principles being demonstrated. This can result in deficiencies in student understanding principles as well as developing the required proficiency in hands-on skills with equipment. To overcome these issues, we implemented an online laboratory data simulator to replicate the laboratory quantification of ethanol in simulated driver blood samples. This approach allowed students to attempt the exercise as often and whenever they chose, while still faithfully replicating a traditional laboratory setting. We implemented this approach across two Australian universities using a mixed-methods approach and assessed the impact of the simulator on student learning of biochemistry lab-related concepts. Based on our findings, we suggest that this online approach can effectively teach fundamental laboratory concepts to students while eliminating many of the constraints of hands-on laboratory classes.

The Ouchterlony double immunodiffusion technique is used as a teaching tool for studying immune responses and exemplifying differences in antigen–antibody reactions. Although commonplace in undergraduate labs, standardized commercial kits limit learning experiences because they have fixed modalities of use, a low shelf-life, and impose budgetary constraints in the long-term, collectively posing an economic challenge. To mitigate these problems, this study attempts to simulate various types of ‘antigen–antibody’ reactions using combinations of Mg, Mn, Cu and Ag salts that form a precipitate with BaSO₄. Using an optimized format of thin agar plates, different salts precipitation reactions were monitored over a time course of “immunodiffusion”. These reactions were demonstrably versatile towards simulating (i) quantitation of differential titer among antibodies, (ii) determining serological-identity versus non-identity, (iii) quantitative demonstration of the prozone phenomenon, and finally; (iv) using double precipitin reactions to simulate combinations of antibodies in the same sample. As part of a laboratory exercise, these parameters were used to design an open-ended query aimed to check the effectiveness of student engagement and learning outcomes. Undergraduate students were able to conduct the experiment in a shorter time frame, and interpreted their observations in a multidimensional manner. This allowed teachers to add to the discussion leading to an efficient model of collaborative learning. The salt-precipitation format of “immunodiffusion” is thus not only economical and quick, but allows for flexibility to simulate problems that are of immediate relevance.

Virtual Labs (vLabs) have been gaining popularity in high school and undergraduate education, but there are few studies looking at their use in graduate-level courses. In this study, we investigated the use of six Labster vLabs assigned as homework in a graduate-level in-person Genomic Methodologies course at the University of Toronto. This course teaches the theory and practice of molecular biology relevant to genetic testing, focusing on computational techniques used to analyze genetic data. The course does not contain a wet-lab component; therefore, we evaluated whether vLabs could complement the dry-lab course components to provide a realistic experience of laboratory techniques and improve content understanding. We evaluated the addition of vLabs with one cohort of 14 students using assessment-informed data, student perception questionnaires, and think-aloud interviews. We found that engaging with vLabs resulted in a knowledge gain for most (89%) graduate students. Students (85%) found vLabs to be useful to understand the theory behind advanced laboratory concepts; however, many students (54%) were critical of vLabs ability to provide a realistic laboratory experience. We also investigated whether the student experience differs when performing Labster vLabs on a laptop versus a virtual reality headset and found that the headset provided no additional benefits to students. We show that vLabs can be effectively used in graduate-level courses to provide students with background relevant to laboratory techniques; however, the level of material could be enhanced to provide a more detailed and advanced understanding of the concepts for students with prior knowledge of the topic.