Biochemistry and Molecular Biology Education最新文献

The COVID-19 pandemic began as a health crisis and quickly turned into an economic, social, and political crisis. It revealed the vulnerability of education systems to external changes and risks and challenged institutions and educators to transform and adapt at short notice. Following the COVID-19 outbreak, one of the natural consequences was the unprecedented rise in online education. The transition from the in-person teaching format to e-learning exposed teachers and students to significant challenges. In the biomedical field, e-learning forced teachers to rethink hands-on wet lab teaching into a hands-off virtual one; this digital transformation has continued in the post-pandemic period and has resulted in the emergence of hybrid models trying to harmonize the benefits of e-learning with those of in-person teaching. In this narrative review, we analyzed articles published between 2020 and 2024 focusing on the teaching of molecular and cellular biology laboratory through online or blended learning formats. We focused on the impact that pedagogical innovation in laboratory e-learning has had on student perceptions, experience, and outcomes. We have extracted five major themes that should be considered by educators involved in course design to enhance the benefits of exposing students to learning in a virtual lab: (1) the varying effectiveness of laboratory e-learning, (2) the potential for online labs to foster self-efficacy and confidence, (3) the reduced opportunities for social interaction in virtual settings, (4) students' perspectives on virtual, blended, and in-person lab work, and (5) the importance of addressing student inequities in digital access.

In modern education, mobile applications offer flexibility for learning anytime and anywhere, yet biochemistry lacks mobile-based virtual laboratories. This study aimed to develop a 2D Mobile-Based Virtual Laboratory Simulation (2D-MViLS) for blood glucose level measurement and evaluate its impact on pharmacy students' learning experience. In stage 1, storyboards were developed and expanded to show the overall flow and simulation in interactive 2D form using Unity for Android devices. In stage 2, usability testing was carried out. In Stage 3, reflective essays from first-year pharmacy students were analyzed using both qualitative and quantitative methods. Three key themes were identified: students' feelings, their understanding of the learning outcomes, and their reflections on the need to enhance their current knowledge and skills. Thematic analysis revealed a positive shift in students' feelings after using the 2D-MViLS. Quantitatively, 44% of students demonstrated a highly positive change, moving from pessimistic to optimistic feelings, 17% showed moderate positive change, and 51% expressed optimism before and after the simulation. Quiz marks were consistently high across all groups, with minimal variation regardless of the number of learning outcomes mentioned. Additionally, 73.9% of students identified areas for knowledge and/or skill enhancement, highlighting their engagement with the simulation. In conclusion, students' reflections reveal the positive impact of 2D-MViLS on their learning experience, indicating that implementing mobile-based virtual laboratories could significantly enhance the learning experience in biochemistry education and potentially lead to improved teaching methods in pharmacy and related disciplines.

Energy is a crosscutting concept in science, but college students often perceive a mismatch between how their biology and chemistry courses discuss the topic. The challenge of reconciling these disciplinary differences can promote faulty reasoning—for example, biology students often develop the incorrect idea that breaking bonds is exothermic and releases energy. We hypothesize that one source of this perceived mismatch is that biology and chemistry textbooks use different visual representations of bond breaking and formation. We analyzed figures of ATP hydrolysis from 12 college-level introductory biology textbooks and coded each figure for its representation of energy, bond formation, and bond breaking. For comparison, we analyzed figures from six college-level introductory chemistry textbooks. We found that the majority (70%) of biology textbook figures presented ATP hydrolysis in the form “one reactant → multiple products” and “more bonds in reactants → fewer bonds in products”. In contrast, chemistry textbook figures of the form “one reactant → multiple products” and “more bonds → fewer bonds” were predominantly endothermic reactions, which directly contradicts the exothermic nature of ATP hydrolysis. We hypothesize that these visual inconsistencies may be a contributing factor to student struggles in constructing a coherent mental model of energy and bonding.

Innovative approaches to teaching genetics are essential for improving student engagement and comprehension in this challenging field. Laboratory-based instruction enhances engagement with the subject while fostering the development of practical competencies and deepening comprehension of theoretical concepts. However, constraints on time and financial resources limit the feasibility of conducting extended laboratory sessions that incorporate cutting-edge genetic techniques. This study evaluated a hybrid teaching method that combined face-to-face (F-2-F) laboratory sessions with an online simulation to instruct undergraduates on gene editing and DNA sequencing. A Unity-based simulation was developed to complement traditional F-2-F laboratory sessions, allowing students to practice DNA sequencing techniques in a low-stakes environment. The simulation was integrated into a course-based undergraduate research experience (CURE) focused on CRISPR/Cas9 gene editing in yeast. Student performance, engagement, and perceptions were assessed through laboratory assignments, access logs, and surveys. Students who engaged with the simulation prior to F-2-F sessions and those who engaged with the simulation over multiple days performed significantly better in assessments. Survey results indicated that most students found the simulation realistic and relevant and reported enhanced learning of DNA sequencing principles. Student confidence in DNA sequencing knowledge increased significantly after using the simulation. Student feedback highlighted benefits such as improved procedural understanding, stress reduction, and increased preparedness for F-2-F sessions. This approach addresses logistical challenges of traditional laboratory education while providing students with authentic, repeatable experiences in complex techniques. Our findings demonstrate the potential of integrating simulations with F-2-F instruction to enhance undergraduate education in genetics and molecular biology.

Researchers and practitioners have identified the ability to read scientific literature effectively as a core competency in undergraduate STEM education, but comparatively little research has been conducted on how students engage, both cognitively and affectively, with advanced scientific research. This mixed-methods study assesses the process through which students engaged with a series of scaffolded, alternatively graded assignments focused on reading Molecular Biology research articles (the “journal club”). The results of the study suggest that alternative grading can be implemented strategically to address affective barriers in how and why students read science, with potential implications for addressing gender inequities.

The Folch method is a commonly employed, simple biochemical procedure used to extract fat from food items and biological samples in biochemistry laboratories. The iodine number of fat reflects its degree of unsaturation. In the present study, the iodine number of fat extracted using the Folch method from cow milk, goat milk, chicken egg yolk and coconut milk was determined using a simple colorimetric procedure that comprises an iodine solution in ethanol and a starch solution, replacing the Wijs reagent and conventional titration procedures with sodium thiosulfate standard solutions. Resembling the Folch method, a low-cost alternative approach, utilizing kerosene oil, isopropyl alcohol, and water, which can be used to extract fat from commonly consumed liquid food items, was also developed in the present study as a simple and reliable approach. The extracted fat from the proposed method can be sent to a biochemistry laboratory to determine the iodine number using the proposed 96-well plate-based colorimetric procedure. The proposed methods are suitable for laboratories in low-income settings.

Biochemistry and molecular biology students are asked to understand and analyze the structures of small molecules and complex three-dimensional (3D) macromolecules. However, most tools to help students learn molecular visualization skills are limited to two-dimensional (2D) images on screens and in textbooks. The virtual reality (VR) App Nanome, designed for collaborative drug discovery, allows users to visualize, build, modify, and interact with molecules in 3D. Here, we describe our pedagogical approach for using Nanome to teach biomolecular structure concepts in the classroom. After introducing students to the Meta Quest VR hardware and training students to use Nanome using its built-in tutorials, we used Nanome to review molecular structure. We provide five detailed Nanome exercises that address a variety of key learning objectives in biochemistry and molecular biology including reviewing protein structure (secondary, tertiary, and quaternary), properties of active sites, chirality of amino acids, and ligand-enzyme interactions. The exercises we designed include built-in assessment to monitor student learning in Nanome. In addition, we supply instructor resources for starting with Nanome and implementing the exercises. After the VR exercises, we used surveys to assess student impressions. All students reported that the activities were somewhat or very helpful in learning about molecular structure. Most students (85%) reported that the activities increased or moderately increased their interest in biomolecular structures. We also discuss student perceptions of the technology and the advantages and challenges they cited to using VR to review biomolecular structure.

Community, inclusion, and perseverance are essential for student success in STEM. To promote these values, we developed two discussion-based activities for implementation in introductory college STEM courses. Both activities incorporate watching videos that portray scientists telling the stories of their career trajectory, in-class discussions, and individual reflection. The first activity addresses community building and inclusion in the classroom, while the second activity focuses on perseverance and student definitions of success. These activities were fully implemented into sections of introductory biology during the 2020–2021 academic year. We assessed how effectively these activities addressed their learning goals through analysis of student written responses and a survey given before and after activities. Overall, the activities were successful helping students achieve learning goals related to community, inclusion and perseverance.

Molecular Cell Biology (MCB) should be taught according to the scientific practices, avoiding cumulative and memory knowledge construction, but favoring scientific thinking. A way to achieve this goal is to apply activities involving scientific news, which construct knowledge through significant learning and the development of critical thinking. The study aimed to evaluate the implementation of learning activities involving scientific news in the MCB course at the undergraduate level. The perspective of design-based research was applied, whereas the cognitive and interpersonal aspects were evaluated by means of the professors' narration, class registration, questionnaires answered by the students, and the evaluation of the activities carried out by the students. Results showed that the activity involving scientific news reinforces the construction and integration of new knowledge with that previously acquired and consolidates the acquisition of scientific thinking. Even though the completion of the activity involved a complex process, according to the professor and students' opinion, the students observed positive aspects such as the application of biological and scientific language and the motivation to search for related information. Regarding the cooperative learning strategy, students perceived that it is a methodology that facilitates their learning. In summary, incorporating scientific news into MCB courses will enhance professors' effectiveness in achieving didactic goals while also fostering scientific thinking in students, equipping them for future roles as biologists and professors in biological sciences.

Traditional didactic teaching methods in medical education, while foundational, often lead to passive learning and insufficient engagement. “Pancreata—The Keto Struggle,” an educational tale-based game for diabetic ketoacidosis (DKA), was developed to address these challenges by promoting collaborative learning, enhancing student engagement, and improving knowledge retention through an interactive and narrative-driven approach. This study involved 150 first-year medical students divided into 25 small groups of 6 each. Participants were assessed before and after engaging with the game through a structured formative assessment, a validated questionnaire measuring engagement and learning effectiveness, and a confidence level questionnaire. In-depth small-group interviews were also conducted for qualitative feedback and thematic analysis was performed. Statistical analyses were performed using SPSS version 17. The introduction of “Pancreata—The Keto Struggle” resulted in significant improvements in students' formative assessment scores, from a mean of 19.2 ± 1.9 before the game to 39.3 ± 2.2 out of 50 after the game (p < 0.0001). Notably, students demonstrated the highest confidence gains in managing DKA and interpreting laboratory results. Qualitative analysis identified seven common themes reflecting the game's impact on learning: collaboration, retention of concepts, internal drive, self and peer assessment, joyful learning, beyond books, and aesthetic content. Over 95% of students reported increased engagement and learning effectiveness due to the game's intrinsic motivation, narrative, and group learning mechanics. “Pancreata—The Keto Struggle” effectively revitalizes collaborative learning in medical education by integrating game-based learning with traditional teaching methods. The game not only facilitates a deeper understanding of complex clinical conditions like DKA but also broadly improves students' clinical management skills and confidence. These findings underscore the potential of educational tale based games to enrich medical education and advocate for their broader application across curricula.