Meagan Harrington, April Lane, Caroline Yencha, Kiran Kelly-Rajan, Laura E Ott
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The case study was formatted in alignment with the National Center for Case Study Teaching in Science (NCCSTS) framework, which has been shown to be an effective, student-centered approach to teaching complex biological concepts at the undergraduate level. The case study had four student learning objectives (SLOs) that aligned with Bloom's Revised Taxonomy and required students to develop an understanding of the molecular mechanisms of splicing and analyze and interpret a figure from primary literature. Both formative and summative assessment questions are included in this activity, with each question mapping to one of the case study SLOs. Summative assessment questions were given in a pre-/post-manner, and a paired <i>t</i>-test was used to evaluate differences between students' pre- and post-assessment scores. Assessment results demonstrated that students in both courses mastered each of the SLOs of this case study, given the significant increase in post-assessment scores compared to the pre-assessment. These findings indicate that the \"Pete and the Missing Scissors\" case study is an effective approach to develop students' understanding of the spliceosome, as well as ability to interpret figures from primary literature.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10720516/pdf/","citationCount":"0","resultStr":"{\"title\":\"Pete and the Missing Scissors: a primary literature-focused case study that highlights the impact of SARS-CoV-2 on splicing.\",\"authors\":\"Meagan Harrington, April Lane, Caroline Yencha, Kiran Kelly-Rajan, Laura E Ott\",\"doi\":\"10.1128/jmbe.00123-23\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>This case study was designed to help students explore the molecular mechanisms of the spliceosome and how SARS-CoV-2 impacts host cell spliceosomal function while interpreting figures from primary literature (A. K. Banjeree, et al., Cell 183:1325-1339, e1-e10, 2020, https://doi.org/10.1016/j.cell.2020.10.004). \\\"Pete and the Missing Scissors\\\" was designed and implemented in the spring of 2022 and fall of 2022 in two large-enrollment (150+) introductory molecular biology courses at a large, public research institution. The case study was formatted in alignment with the National Center for Case Study Teaching in Science (NCCSTS) framework, which has been shown to be an effective, student-centered approach to teaching complex biological concepts at the undergraduate level. The case study had four student learning objectives (SLOs) that aligned with Bloom's Revised Taxonomy and required students to develop an understanding of the molecular mechanisms of splicing and analyze and interpret a figure from primary literature. Both formative and summative assessment questions are included in this activity, with each question mapping to one of the case study SLOs. 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引用次数: 0
摘要
该案例研究旨在帮助学生探索剪接体的分子机制,以及 SARS-CoV-2 如何影响宿主细胞剪接体功能,同时解读原始文献中的图表(A. K. Banjeree, et al., Cell 183:1325-1339, e1-e10, 2020, https://doi.org/10.1016/j.cell.2020.10.004)。"皮特和失踪的剪刀 "于 2022 年春和 2022 年秋在一家大型公立研究机构的两门人数众多(150 多人)的分子生物学入门课程中设计并实施。案例研究的格式与美国国家科学案例教学中心(NCCSTS)的框架一致,该框架已被证明是在本科阶段教授复杂生物概念的一种有效的、以学生为中心的方法。案例研究有四个学生学习目标(SLOs),与布鲁姆分类学修订版一致,要求学生理解剪接的分子机制,并分析和解释原始文献中的图表。本活动包括形成性和总结性评估问题,每个问题都与一个案例研究的 SLO 相匹配。总结性评估问题以前后方式给出,并使用配对 t 检验来评估学生评估前后分数之间的差异。评估结果表明,两门课程的学生都掌握了本案例研究的各项 SLO,因为与评估前相比,评估后的分数有了显著提高。这些结果表明,"皮特和失踪的剪刀 "案例研究是培养学生理解剪接体以及解释原始文献中数字的能力的有效方法。
Pete and the Missing Scissors: a primary literature-focused case study that highlights the impact of SARS-CoV-2 on splicing.
This case study was designed to help students explore the molecular mechanisms of the spliceosome and how SARS-CoV-2 impacts host cell spliceosomal function while interpreting figures from primary literature (A. K. Banjeree, et al., Cell 183:1325-1339, e1-e10, 2020, https://doi.org/10.1016/j.cell.2020.10.004). "Pete and the Missing Scissors" was designed and implemented in the spring of 2022 and fall of 2022 in two large-enrollment (150+) introductory molecular biology courses at a large, public research institution. The case study was formatted in alignment with the National Center for Case Study Teaching in Science (NCCSTS) framework, which has been shown to be an effective, student-centered approach to teaching complex biological concepts at the undergraduate level. The case study had four student learning objectives (SLOs) that aligned with Bloom's Revised Taxonomy and required students to develop an understanding of the molecular mechanisms of splicing and analyze and interpret a figure from primary literature. Both formative and summative assessment questions are included in this activity, with each question mapping to one of the case study SLOs. Summative assessment questions were given in a pre-/post-manner, and a paired t-test was used to evaluate differences between students' pre- and post-assessment scores. Assessment results demonstrated that students in both courses mastered each of the SLOs of this case study, given the significant increase in post-assessment scores compared to the pre-assessment. These findings indicate that the "Pete and the Missing Scissors" case study is an effective approach to develop students' understanding of the spliceosome, as well as ability to interpret figures from primary literature.