1
|
Tyler L, Kennelly PJ, Engelman S, Block KF, Bobenko JC, Catalano J, Jones JA, Kanipes-Spinks MI, Lim YM, Loertscher J, Olafimihan T, Reiss H, Upchurch-Poole TL, Wei Y, Linenberger Cortes KJ, Moore VDG, Dries DR. Evolution of a self-renewing, participant-centered workshop series in BMB assessment. Biochem Mol Biol Educ 2024; 52:58-69. [PMID: 37815098 DOI: 10.1002/bmb.21789] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2023] [Revised: 09/04/2023] [Accepted: 09/12/2023] [Indexed: 10/11/2023]
Abstract
We present as a case study the evolution of a series of participant-centered workshops designed to meet a need in the life sciences education community-the incorporation of best practices in the assessment of student learning. Initially, the ICABL (Inclusive Community for the Assessment of Biochemistry and Molecular Biology/BMB Learning) project arose from a grass-roots effort to develop material for a national exam in biochemistry and molecular biology. ICABL has since evolved into a community of practice in which participants themselves-through extensive peer review and reflection-become integral stakeholders in the workshops. To examine this evolution, this case study begins with a pilot workshop supported by seed funding and thoughtful programmatic assessment, the results of which informed evidence-based changes that, in turn, led to an improved experience for the community. Using participant response data, the case study also reveals critical features for successful workshops, including participant-centered activities and the value of frequent peer review of participants' products. Furthermore, we outline a train-the-trainer model for creating a self-renewing community by bringing new perspectives and voices into an existing core leadership team. This case study, then, offers a blueprint for building a thriving, evolving community of practice that not only serves the needs of individual scientist-educators as they seek to enhance student learning, but also provides a pathway for elevating members to positions of leadership.
Collapse
Affiliation(s)
- Ludmila Tyler
- Biochemistry and Molecular Biology Department, University of Massachusetts Amherst, Amherst, Massachusetts, USA
| | - Peter J Kennelly
- Department of Biochemistry, Virginia Polytechnic Institute & State University, Blacksburg, Virginia, USA
| | - Shelly Engelman
- Research and Evaluation, Custom EduEval LLC, Austin, Texas, USA
| | - Kirsten F Block
- Education, Professional Development and Outreach, American Society for Biochemistry and Molecular Biology, Rockville, Maryland, USA
| | - Jennifer C Bobenko
- Department of Natural Sciences, University of Maryland Eastern Shore, Princess Anne, Maryland, USA
| | - Jaclyn Catalano
- Department of Chemistry and Biochemistry, Montclair State University, Montclair, New Jersey, USA
| | - Jesica A Jones
- Department of Chemistry and Biochemistry, La Sierra University, Riverside, USA
| | - Margaret I Kanipes-Spinks
- Department of Chemistry, North Carolina Agricultural and Technical State University, Greensboro, North Carolina, USA
| | - Yang Mooi Lim
- Department of Preclinical Science, Universiti Tunku Abdul Rahman - Kampus Bandar Sungai Long, Kajang, Malaysia
| | | | - Tejiri Olafimihan
- Education, Professional Development and Outreach, American Society for Biochemistry and Molecular Biology, Rockville, Maryland, USA
| | - Hailey Reiss
- Education, Professional Development and Outreach, American Society for Biochemistry and Molecular Biology, Rockville, Maryland, USA
| | | | - Yufeng Wei
- Department of Chemistry, New Jersey City University, Jersey City, New Jersey, USA
| | | | | | - Daniel R Dries
- Department of Chemistry & Biochemistry, Juniata College, Huntingdon, Pennsylvania, USA
| |
Collapse
|
2
|
Dries DR, Lim YM. Standards for the Doctoral Degrees in the Molecular Biosciences: Recommendations of the Education and Training Committee of the International Union of Biochemistry and Molecular Biology (IUBMB). Biochem Mol Biol Educ 2023; 51:360-369. [PMID: 37218640 DOI: 10.1002/bmb.21731] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2023] [Accepted: 03/21/2023] [Indexed: 05/24/2023]
Affiliation(s)
- Daniel R Dries
- Chemistry & Biochemistry, Juniata College, Huntingdon, Pennsylvania, USA
| | - Yang Mooi Lim
- Department of Pre-Clinical Science, Universiti Tunku Abdul Rahman - Kampus Bandar Sungai Long, Kajang, Selangor, Malaysia
| |
Collapse
|
3
|
Sievers M, Reemts C, Dickinson KJ, Mukerji J, Beltran IB, Theobald EJ, Velasco V, Freeman S. Assessing how well students understand the molecular basis of evolution by natural selection. Biochem Mol Biol Educ 2023; 51:212-220. [PMID: 36420772 DOI: 10.1002/bmb.21697] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 10/05/2022] [Accepted: 11/07/2022] [Indexed: 06/16/2023]
Abstract
Researchers have called for undergraduate courses to update teaching frameworks based on the Modern Synthesis with insights from molecular biology, by stressing the molecular underpinnings of variation and adaptation. To support this goal, we developed a modified version of the widely used Assessing Conceptual Reasoning of Natural Selection (ACORNS) instrument. The expanded tool, called the E-ACORNS, is explicitly designed to test student understanding of the connections among genotypes, phenotypes, and fitness. E-ACORNS comprises a slight modification to the ACORNS open-response prompts and a new scoring rubric. The rubric is based on five core concepts in evolution by natural selection, with each concept broken into elements at the novice, intermediate, and expert-level understanding. Initial tests of the E-ACORNS showed that (1) upper-level undergraduates can score responses reliably and quickly, and (2) students who were just starting an introductory biology series for majors do not yet grasp the molecular basis of phenotypic variation and its connection to fitness.
Collapse
Affiliation(s)
- Matt Sievers
- Department of Biology, University of Washington, Seattle, Washington, USA
| | - Connor Reemts
- Department of Biology, University of Washington, Seattle, Washington, USA
| | | | - Joya Mukerji
- Department of Biology, University of Washington, Seattle, Washington, USA
- Department of Biological Sciences, California State University, Sacramento, California, USA
| | | | - Elli J Theobald
- Department of Biology, University of Washington, Seattle, Washington, USA
| | - Vicente Velasco
- Department of Biology, University of Washington, Seattle, Washington, USA
| | - Scott Freeman
- Department of Biology, University of Washington, Seattle, Washington, USA
| |
Collapse
|
4
|
Valdivieso-Rivera F, Almeida JR, Proaño-Bolaños C. An experimental protocol for molecular biology lab at an Amazonian University. Biochem Mol Biol Educ 2022; 50:326-333. [PMID: 35263036 DOI: 10.1002/bmb.21612] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/14/2021] [Revised: 01/30/2022] [Accepted: 02/14/2022] [Indexed: 06/14/2023]
Abstract
Laboratory-based practical classes are an essential component in teaching molecular biology for undergraduate students. Universidad Regional Amazonica Ikiam is a higher education institution located in the Ecuadorian Amazon rainforest, a high biodiversity place, including amphibians. Based on this, we have established a practical molecular biology program with eight sessions that contextualize the biodiverse surroundings of the University. This program stimulates synchronization of information between theory and practice and improves research skills. During these sessions, students are motivated to identify and characterize antimicrobial peptides from Ecuadorian frog skin secretions, using molecular biology techniques and biochemistry and microbiology knowledge. This practical course was held twice with a total of 56 students from the fifth semester of the biotechnology engineering. The evaluation of the practical program was carried out through a questionnaire applied to students using the Likert scale. Overall, this form of teaching had high receptivity and presented benefits for student learning. Interestingly, 80% of respondents strongly agreed that this course provided tools and knowledge for the development of their undergraduate dissertation. Therefore, practical courses tailored to the student's context can stimulate student learning and interest. Additionally, this experimental methodology is interdisciplinary and can be applied to other research fields and subjects.
Collapse
Affiliation(s)
| | - José Rafael Almeida
- Biomolecules Discovery Group, Universidad Regional Amazónica Ikiam, Tena, Ecuador
| | | |
Collapse
|
5
|
Chen A, Tarapore E, To AG, Catolico DM, Nguyen KC, Coleman MJ, Spence RD. Introducing immunohistochemistry to the molecular biology laboratory. Biochem Mol Biol Educ 2022; 50:229-236. [PMID: 35178833 PMCID: PMC9304200 DOI: 10.1002/bmb.21611] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/22/2021] [Revised: 11/01/2021] [Accepted: 01/31/2022] [Indexed: 06/14/2023]
Abstract
Widely used in research laboratories, immunohistochemistry (IHC) is a transferable skill that prepares undergraduate students for a variety of careers in the biomedical field. We have developed an inquiry-based learning IHC laboratory exercise, which introduces students to the theory, procedure, and data interpretation of antibody staining. Students are tasked with performing IHC using an "unknown" antibody and then asked to identify the cells or molecular structures within the nervous systems specific for that unknown antibody. In two lab sessions, students are exposed to handling of delicate brain slices, fluorescent microscopy, and data analysis using the Allen Brain Atlas (ABA), an online freely accessible database of mRNA transcript expression patterns in the brain. Here, we present guidelines for easy implementation in the classroom and assess learning gains achieved by the students upon completion of the IHC laboratory module. Students clearly displayed an increase in knowledge in data interpretation, procedural knowledge, and theory surrounding IHC. Thus, this module works as an inquiry-based learning based method to introduce IHC principles to undergraduate students.
Collapse
Affiliation(s)
- Audrey Chen
- Department of Neurobiology and BehaviorSchool of Biological Sciences, University of CaliforniaIrvineCaliforniaUSA
| | - Eric Tarapore
- Department of Developmental and Cell BiologySchool of Biological Sciences, University of CaliforniaIrvineCaliforniaUSA
| | - Allisen G. To
- W.M. Keck Science DepartmentClaremontCaliforniaUSA
- Scripps CollegeClaremontCaliforniaUSA
| | - Davis M. Catolico
- W.M. Keck Science DepartmentClaremontCaliforniaUSA
- Claremont McKenna CollegeClaremontCaliforniaUSA
| | - Kelly C. Nguyen
- Department of Quantitative and Computational Biology and Department of Biological SciencesUniversity of Southern CaliforniaLos AngelesCaliforniaUSA
| | | | - Rory D. Spence
- Department of Quantitative and Computational Biology and Department of Biological SciencesUniversity of Southern CaliforniaLos AngelesCaliforniaUSA
| |
Collapse
|
6
|
Castro de Jesus L, Cabral LM. Synthetic biology as a tool to online teaching undergraduate level molecular biology. Biochem Mol Biol Educ 2022; 50:122-123. [PMID: 34851001 DOI: 10.1002/bmb.21590] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/28/2020] [Revised: 09/29/2021] [Accepted: 11/17/2021] [Indexed: 06/13/2023]
Abstract
During the Covid-19 pandemic, all on-campus activities were required to be adapted to a distance-learning format, which was especially challenging for practical courses. Molecular biology is a mandatory course for biology undergraduates at Universidade Federal Fluminense. To overcome the impossibility of practical activities, we proposed problem-solving synthetic biology assignments to review and consolidate the knowledge acquired in the molecular biology course. A survey indicated that the synthetic biology challenges were effective to promote students' active learning and worked as a proper substitute to the practical classes.
Collapse
Affiliation(s)
| | - Luiz Mors Cabral
- Instituto de Biologia, Departamento de Biologia Celular e Molecular, Universidade Federal Fluminense, Niterói, Brazil
| |
Collapse
|
7
|
Verity N, Ulm B, Pham K, Evangelista B, Borgon R. Demonstrating core molecular biology principles using GST-GFP in a semester-long laboratory course. Biochem Mol Biol Educ 2022; 50:55-64. [PMID: 34699121 PMCID: PMC9298283 DOI: 10.1002/bmb.21585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Revised: 08/31/2021] [Accepted: 10/12/2021] [Indexed: 06/13/2023]
Abstract
Undergraduate laboratory courses are essential to teaching core principles in STEM. This course, Quantitative Biological Methods, provides a unique approach to teaching molecular biology research techniques to students, in a laboratory that is delivered in a sequence that parallels standard biomedical research laboratory protocols. Students attend a lecture where they are taught the essential principles of biomedical research, and a lab where they learn to use laboratory equipment, perform experiments, and purify and quantify DNA and proteins. The course begins with an introduction to laboratory safety, pipetting, centrifugation, spectrophotometry, and other basic laboratory techniques. Next, the lab focuses on the purification and analysis of glutathione S-transferase (GST) fused to green fluorescent protein (GFP) from an Escherichia coli lysate. Students study this GST-GFP fusion protein and perform protein quantification, enzyme assays, chromatography, fluorescent detection, normalization, SDS-PAGE, and western blotting. Students then learn recombinant DNA technology using the GST-GFP vector that was the source of the fusion protein in the prior labs, and perform ligation, transformation of E. coli cells, blue/white screening, DNA purification via a miniprep, PCR, DNA quantification, restriction enzyme digestion, and agarose gel electrophoresis. Students write laboratory reports to demonstrate an understanding of the principles of the laboratory methods, and they must present and critically analyze their data. The lab methods described herein aim to emphasize the core molecular biology principles and techniques, prepare students for work in a biomedical research laboratory, and introduce students to both GST and GFP, two versatile laboratory proteins.
Collapse
Affiliation(s)
- Nicole Verity
- Burnett School of Biomedical Sciences, College of MedicineUniversity of Central FloridaOrlandoFloridaUSA
| | - Brittany Ulm
- Burnett School of Biomedical Sciences, College of MedicineUniversity of Central FloridaOrlandoFloridaUSA
| | - Katrina Pham
- Burnett School of Biomedical Sciences, College of MedicineUniversity of Central FloridaOrlandoFloridaUSA
| | - Baggio Evangelista
- Burnett School of Biomedical Sciences, College of MedicineUniversity of Central FloridaOrlandoFloridaUSA
| | - Robert Borgon
- Burnett School of Biomedical Sciences, College of MedicineUniversity of Central FloridaOrlandoFloridaUSA
| |
Collapse
|
8
|
Zhang Y, Qu Y, Zhang Y, Ma N. Integrating basic and applied researches of SARS-CoV-2 into the medical molecular biology teaching. Biochem Mol Biol Educ 2021; 49:848-852. [PMID: 34383374 PMCID: PMC8426797 DOI: 10.1002/bmb.21573] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/22/2021] [Revised: 07/21/2021] [Accepted: 07/29/2021] [Indexed: 06/13/2023]
Abstract
Molecular biology is an important course for medical postgraduates to understand the practice of modern molecular medicine. At present, molecular biology has been widely used in the prevention, diagnosis, and treatment of clinical medicine. The COVID-19 pandemic forced all universities suspending academic activities and online teaching all over the world, which is a kind of crisis and has become people's memory of the times. The efforts from all sectors of society, include government, research institutions, and enterprises, have gave medical students a profound impact. The integration of memory of the times into molecular biology teaching will enhance students' learning interest and understanding effect.
Collapse
Affiliation(s)
- Yanfen Zhang
- The Department of Laboratory DiagnosisThe Second Affiliated Hospital of Harbin Medical UniversityHarbinChina
| | - Yilin Qu
- The Department of Biochemistry and Molecular BiologyHarbin Medical UniversityHarbinChina
| | - Yuwen Zhang
- The Department of Biochemistry and Molecular BiologyHarbin Medical UniversityHarbinChina
| | - Ning Ma
- The Department of Biochemistry and Molecular BiologyHarbin Medical UniversityHarbinChina
- Institute of Basic MedicineMedical Science Institute of Heilongjiang ProvinceHarbinChina
| |
Collapse
|
9
|
Liu J, Cook R, Danhof L, Lopatto D, Stoltzfus JR, Benning C. Connecting research and teaching introductory cell and molecular biology using an Arabidopsis mutant screen. Biochem Mol Biol Educ 2021; 49:926-934. [PMID: 34559440 PMCID: PMC9214838 DOI: 10.1002/bmb.21579] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2020] [Revised: 08/04/2021] [Accepted: 09/14/2021] [Indexed: 06/13/2023]
Abstract
A complex research project was translated into a Course-based Undergraduate Research Experience (CURE), which was implemented in sections of an introductory Cell and Molecular Biology laboratory course. The research laboratory generated an engineered plant line producing a growth-inhibiting, lipid-derived plant hormone and mutagenized this line. Students in the CURE cultured the mutagenized plant population and selected and characterized suppressor mutants. They learned to observe phenotypes related to the biosynthesis and perception of the plant hormone and explored the genetic and biochemical basis of these phenotypes. As the students studied the relevant genetic, molecular and biochemical concepts during this CURE, they were able to translate this knowledge into practice and develop scientific arguments. This CURE was a successful collaboration between the teaching lab and the research lab. It benefited both parties as the students had a real-life, deep learning experience in scientific methodology, while the research lab gathered data and materials for further studies.
Collapse
Affiliation(s)
- Jinjie Liu
- Biological Sciences Program, Michigan State University, East Lansing, MI 48824
- MSU-DOE Plant Research Laboratory, Michigan State University, East Lansing, MI 48824
| | - Ron Cook
- MSU-DOE Plant Research Laboratory, Michigan State University, East Lansing, MI 48824
- Department of Biochemistry and Molecular Biology, Michigan State University, East Lansing, MI 48824
| | - Linda Danhof
- MSU-DOE Plant Research Laboratory, Michigan State University, East Lansing, MI 48824
| | - David Lopatto
- Center for Teaching, Learning, and Assessment, Grinnell College, Grinnell, IA 50112, USA
| | - Jon R. Stoltzfus
- Biological Sciences Program, Michigan State University, East Lansing, MI 48824
- Department of Biochemistry and Molecular Biology, Michigan State University, East Lansing, MI 48824
| | - Christoph Benning
- MSU-DOE Plant Research Laboratory, Michigan State University, East Lansing, MI 48824
- Department of Biochemistry and Molecular Biology, Michigan State University, East Lansing, MI 48824
- Department of Plant Biology, Michigan State University, East Lansing, MI 48824
| |
Collapse
|
10
|
Bátor J, Szeberényi J. Problem solving in the time of coronavirus pandemic. Biochem Mol Biol Educ 2021; 49:882-887. [PMID: 34472686 PMCID: PMC8652933 DOI: 10.1002/bmb.21571] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/29/2020] [Revised: 06/30/2021] [Accepted: 07/29/2021] [Indexed: 06/13/2023]
Abstract
Problem solving, multiple-choice question-based educational tools have been used for decades in molecular cell biology courses at the University of Pécs Medical School, Pécs, Hungary. A set of these tests was published in Biochemistry and Molecular Biology Education between 2002 and 2015. Such tests using an experimental approach help students to understand how living cells function. Besides being tools of education, they can be used for examination purposes as well to assess higher levels of intellectual skills (interpretation and problem solving) acquired by the students. The test presented in this paper is based on parts of an original publication in which the authors described seminal observations on the function of a viral protein in the infection process of SARS-CoV-2. The test is aimed at helping the students to understand the methods used in the experiments, to analyze the data and to draw conclusions from them regarding certain aspects of the mechanism of coronavirus infection.
Collapse
Affiliation(s)
- Judit Bátor
- Department of Medical Biology and Central Electron Microscope LaboratoryUniversity of Pécs Medical SchoolPécsHungary
| | - József Szeberényi
- Department of Medical Biology and Central Electron Microscope LaboratoryUniversity of Pécs Medical SchoolPécsHungary
| |
Collapse
|
11
|
Xie C, Huang C, Yang X, Luo D, Liu Z, Tu S, Jie K, Xiong X. Innovations in education of the medical molecular biology curriculum during the COVID-19 pandemic in China. Biochem Mol Biol Educ 2021; 49:720-728. [PMID: 34111317 DOI: 10.1002/bmb.21553] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2020] [Revised: 04/25/2021] [Accepted: 05/28/2021] [Indexed: 06/12/2023]
Abstract
The COVID-19 pandemic is a huge challenge to education systems. Most governments around the world have temporarily closed schools, universities, and colleges. At the same time, teachers and students are encouraged to use the online and distance learning programs and platforms as an alternative. In the present study, we proposed a series of innovative solutions in Medical Molecular Biology education during the COVID-19 pandemic in China, including a flipped classroom model, live streaming course, chat Apps, and scientific papers on COVID-19 as additional learning material. Our results demonstrated that these innovations not only help teachers to maintain the teaching process as usual but also be useful for protecting students from psychological trauma. Our study indicates that online education with a well-designed workflow for conducting provides an alternative approach for teachers to maintain quality education during the onset of the emerging crisis.
Collapse
Affiliation(s)
- Caifeng Xie
- Department of Biochemistry and Molecular Biology, School of Basic Medical Sciences, Nanchang University, Nanchang, PR China
| | - Chunhong Huang
- Department of Biochemistry and Molecular Biology, School of Basic Medical Sciences, Nanchang University, Nanchang, PR China
| | - Xiaohong Yang
- Department of Biochemistry and Molecular Biology, School of Basic Medical Sciences, Nanchang University, Nanchang, PR China
| | - Daya Luo
- Department of Biochemistry and Molecular Biology, School of Basic Medical Sciences, Nanchang University, Nanchang, PR China
| | - Zhuoqi Liu
- Department of Biochemistry and Molecular Biology, School of Basic Medical Sciences, Nanchang University, Nanchang, PR China
| | - Shuo Tu
- Department of Biochemistry and Molecular Biology, School of Basic Medical Sciences, Nanchang University, Nanchang, PR China
| | - Kemin Jie
- Department of Biochemistry and Molecular Biology, School of Basic Medical Sciences, Nanchang University, Nanchang, PR China
| | - Xiangyang Xiong
- Department of Biochemistry and Molecular Biology, School of Basic Medical Sciences, Nanchang University, Nanchang, PR China
| |
Collapse
|
12
|
Tan HS. Mock grant application roleplay as an alternative to lab-based activities in molecular biology. Biochem Mol Biol Educ 2021; 49:518-520. [PMID: 33826248 DOI: 10.1002/bmb.21515] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2020] [Revised: 12/17/2020] [Accepted: 03/30/2021] [Indexed: 06/12/2023]
Abstract
Many universities resort to online teaching due to COVID-19 pandemic. It is a challenging endeavor, especially in Molecular Biology courses that require lab access. Mock grant application roleplay is one alternative to lab-based activities. Students are engaged in three aspects: (i) targeted literature review, (ii) research proposal writing and (iii) 5-min project pitching. The design of this module is flexible and, other lab-based courses can adopt it. This module encourages undergraduate students to explore the lab techniques they learnt and concisely present their research proposal.
Collapse
Affiliation(s)
- Hock Siew Tan
- School of Science, Monash University Malaysia, Bandar Sunway, Malaysia
| |
Collapse
|
13
|
Rodriguez PD, Mariani M, Gay J, Hogan TC, Amiel E, Deming PB, Frietze S. A guided-inquiry investigation of genetic variants using Oxford nanopore sequencing for an undergraduate molecular biology laboratory course. Biochem Mol Biol Educ 2021; 49:588-597. [PMID: 33939256 PMCID: PMC8356555 DOI: 10.1002/bmb.21514] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/22/2020] [Revised: 02/24/2021] [Accepted: 03/30/2021] [Indexed: 06/12/2023]
Abstract
Next Generation Sequencing (NGS) has become an important tool in the biological sciences and has a growing number of applications across medical fields. Currently, few undergraduate programs provide training in the design and implementation of NGS applications. Here, we describe an inquiry-based laboratory exercise for a college-level molecular biology laboratory course that uses real-time MinION deep sequencing and bioinformatics to investigate characteristic genetic variants found in cancer cell-lines. The overall goal for students was to identify non-small cell lung cancer (NSCLC) cell-lines based on their unique genomic profiles. The units described in this laboratory highlight core principles in multiplex PCR primer design, real-time deep sequencing, and bioinformatics analysis for genetic variants. We found that the MinION device is an appropriate, feasible tool that provides a comprehensive, hands-on NGS experience for undergraduates. Student evaluations demonstrated increased confidence in using molecular techniques and enhanced understanding of NGS concepts. Overall, this exercise provides a pedagogical tool for incorporating NGS approaches in the teaching laboratory as way of enhancing students' comprehension of genomic sequence analysis. Further, this NGS lab module can easily be added to a variety of lab-based courses to help undergraduate students learn current DNA sequencing methods with limited effort and cost.
Collapse
Affiliation(s)
- Princess D. Rodriguez
- Department of Biomedical and Health SciencesUniversity of VermontBurlingtonVermontUSA
- Cellular Molecular Biomedical Sciences ProgramUniversity of VermontBurlingtonVermontUSA
| | - Michael Mariani
- Department of Biomedical and Health SciencesUniversity of VermontBurlingtonVermontUSA
- Cellular Molecular Biomedical Sciences ProgramUniversity of VermontBurlingtonVermontUSA
| | - Jamie Gay
- Department of Biomedical and Health SciencesUniversity of VermontBurlingtonVermontUSA
| | - Tyler C. Hogan
- Department of Biomedical and Health SciencesUniversity of VermontBurlingtonVermontUSA
| | - Eyal Amiel
- Department of Biomedical and Health SciencesUniversity of VermontBurlingtonVermontUSA
- Cellular Molecular Biomedical Sciences ProgramUniversity of VermontBurlingtonVermontUSA
| | - Paula B. Deming
- Department of Biomedical and Health SciencesUniversity of VermontBurlingtonVermontUSA
- Cellular Molecular Biomedical Sciences ProgramUniversity of VermontBurlingtonVermontUSA
- The University of Vermont Cancer CenterBurlingtonVermontUSA
| | - Seth Frietze
- Department of Biomedical and Health SciencesUniversity of VermontBurlingtonVermontUSA
- Cellular Molecular Biomedical Sciences ProgramUniversity of VermontBurlingtonVermontUSA
- The University of Vermont Cancer CenterBurlingtonVermontUSA
| |
Collapse
|
14
|
Kocemba‐Pilarczyk KA, Bentke‐Imiolek A, Dudzik P. Does the absence of SARS-CoV-2 specific genes always exclude the infection? How to interpret RT-PCR results?-The scenario of interactive online workshop. Biochem Mol Biol Educ 2021; 49:658-663. [PMID: 33773033 PMCID: PMC8251383 DOI: 10.1002/bmb.21506] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/06/2020] [Revised: 01/14/2021] [Accepted: 03/08/2021] [Indexed: 05/27/2023]
Abstract
The aim of this online workshop is to familiarize biomedical faculties students with the principle of RT-PCR method. The following assumption is made, students participating in the workshop: are already familiar with the principle of PCR reaction, can distinguish PCR from RT-PCR, know the basic possibilities of using the above techniques. During the online workshop participants are supposed to learn the interpretation of PCR and RT-PCR results and to understand the crucial importance of controlling the reaction conditions. The workshop involves active students' learning, critical analysis of the data, group discussion, brainstorming method, involvement of e-tools such as pool everywhere or e-learning platforms, as well as interpreting the real-life example results that allows putting the topic in the proper future work-related tasks. The final part of the workshop focuses on the analysis of the RT-PCR results performed in order to confirm or exclude the presence of the SARS-CoV-2 genome in potentially infected individuals. The students are expected to see the practical/work-related part of the knowledge gained during the workshop.
Collapse
|
15
|
Mihasan M. A beginner's guideline for low-cost 3D printing of macromolecules usable for teaching and demonstration. Biochem Mol Biol Educ 2021; 49:521-528. [PMID: 33755300 DOI: 10.1002/bmb.21493] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Revised: 01/06/2021] [Accepted: 02/17/2021] [Indexed: 06/12/2023]
Abstract
The structure and function of biomolecules relationship is the hallmark of biochemistry, molecular biology, and life sciences in general. Physical models of macromolecules give students the possibility to manipulate these structures in three dimensions, developing a sense of spatiality and a better understanding of key aspects such as atom size and shape, bond lengths and symmetry. Several molecular model systems were developed specifically to represent particular classes or groups of molecules and hence lack the flexibility of a universal solution. Three-dimensional printing could nevertheless provide such a universal solution, as it can be used to create physical models of biomolecular structures based on the teacher's or demonstrator's needs and requirements. Here, insulin was used as a model molecule and several depiction and printing parameters were tested in order to highlight the technical limitations of the approach. In the end, a set of settings that worked is provided which could serve as a starting point for anyone wishing to print his or her own custom macromolecular model on the cheap.
Collapse
Affiliation(s)
- Marius Mihasan
- BioActive Research Group, Laboratory of Biochemistry and Molecular Biology, Faculty of Biology, "Alexandru Ioan Cuza" University of Iasi, Iasi, Romania
| |
Collapse
|
16
|
Barthet MM. Teaching molecular techniques at home: Molecular biology labs that can be performed anywhere and enable hands-on learning of restriction digestion/ligation and DNA amplification. Biochem Mol Biol Educ 2021; 49:598-604. [PMID: 33900019 DOI: 10.1002/bmb.21517] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Revised: 03/26/2021] [Accepted: 04/12/2021] [Indexed: 06/12/2023]
Abstract
COVID 19 has changed about every aspect of life including how we teach in higher education. Laboratory experiments vital for learning hands-on techniques are limited due to social distancing requirements and increased numbers of distance-learning students. The solution to loss of hands-on activities has been to compensate with virtual laboratory modules. Although virtual labs are engaging and offer a simulated hands-on approach to teaching essential molecular techniques, these simulations do not replace hands-on experience. I designed two molecular biology laboratory exercises in response to the current teaching limitations that can be completed 'at-home' and enable low cost hands-on instruction of essential molecular techniques in any distance-learning environment including during the COVID 19 pandemic.
Collapse
Affiliation(s)
- Michelle M Barthet
- Department of Biology, Coastal Carolina University, Conway, South Carolina, USA
| |
Collapse
|
17
|
Kushner DB. Introducing SELEX via a semester-long course-based undergraduate research experience (CURE). Biochem Mol Biol Educ 2021; 49:605-618. [PMID: 33914410 DOI: 10.1002/bmb.21519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Revised: 12/16/2020] [Accepted: 04/09/2021] [Indexed: 06/12/2023]
Abstract
With the growing importance of the field of RNA biology, undergraduates need to perform RNA-related research. Systematic evolution of ligands by exponential enrichment (SELEX) has become an important method in RNA biology. The principles of SELEX were applied to a semester-long course-based undergraduate research experience (CURE) in which two rounds of in vivo functional selection of regions of a viral RNA were performed. As the labwork had an unknown outcome, students indicated that they were excited by the work and became invested in the experience. By completing two rounds of SELEX, the students repeated molecular methods (e.g., RNA extraction, RT-PCR, agarose gel electrophoresis, DNA purification, cloning, and sequence analysis) and reported that repetition reinforced their learning and helped them build confidence in their lab abilities. Students also appreciated that they did not learn a "technique-per-week" without context, but rather they understood why certain methods were used for certain molecular tasks. Results from a 19-question multiple-choice assessment indicated increased comprehension of theory underlying methods performed. Details regarding experimental methods and timeline, and assessment and attitudinal results from three student cohorts, are described herein.
Collapse
Affiliation(s)
- David B Kushner
- Department of Biology, Dickinson College, Carlisle, Pennsylvania, USA
| |
Collapse
|
18
|
Zeidan Q, Loertscher J, Wolfson AJ, Tansey JT, Offerdahl EG, Kennelly PJ, Dries DR, Moore VDG, Dean DM, Carastro LM, Villafañe SM, Tyler L. Development of a Certification Exam to Assess Undergraduate Students' Proficiency in Biochemistry and Molecular Biology Core Concepts. CBE Life Sci Educ 2021; 20:es6. [PMID: 33900121 PMCID: PMC8734381 DOI: 10.1187/cbe.19-12-0265] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/05/2019] [Revised: 02/08/2021] [Accepted: 02/11/2021] [Indexed: 06/12/2023]
Abstract
With support from the American Society for Biochemistry and Molecular Biology (ASBMB), a community of biochemistry and molecular biology (BMB) scientist-educators has developed and administered an assessment instrument designed to evaluate student competence across four core concept and skill areas fundamental to BMB. The four areas encompass energy and metabolism; information storage and transfer; macromolecular structure, function, and assembly; and skills including analytical and quantitative reasoning. First offered in 2014, the exam has now been administered to nearly 4000 students in ASBMB-accredited programs at more than 70 colleges and universities. Here, we describe the development and continued maturation of the exam program, including the organic role of faculty volunteers as drivers and stewards of all facets: content and format selection, question development, and scoring.
Collapse
Affiliation(s)
- Quira Zeidan
- American Society for Biochemistry and Molecular Biology, Rockville, MD 20852
| | | | | | - John T. Tansey
- Chemistry Department, Program in Biochemistry and Molecular Biology, Otterbein University, Westerville, OH 43081
| | - Erika G. Offerdahl
- School of Molecular Biosciences, Washington State University, Pullman, WA 99164
| | - Peter J. Kennelly
- Department of Biochemistry, Virginia Polytechnic Institute & State University, Blacksburg, VA 24061
| | - Daniel R. Dries
- Department of Chemistry and Biochemistry, Juniata College, Huntingdon, PA 16652
| | | | - Diane M. Dean
- Department of Chemistry, University of Saint Joseph, West Hartford, CT 06117
| | - L. Michael Carastro
- Department of Chemistry, Biochemistry & Physics, University of Tampa, Tampa, FL 33606
| | - Sachel M. Villafañe
- Department of Chemistry and Biochemistry, California State University Fullerton, Fullerton, CA 92831
| | - Ludmila Tyler
- Biochemistry and Molecular Biology Department, University of Massachusetts Amherst, Amherst, MA 01003
| |
Collapse
|
19
|
Uhl JD, Sripathi KN, Saldanha JN, Moscarella RA, Merrill J, Urban‐Lurain M, Haudek KC. Introductory biology undergraduate students' mixed ideas about genetic information flow. Biochem Mol Biol Educ 2021; 49:372-382. [PMID: 33326682 PMCID: PMC8246993 DOI: 10.1002/bmb.21483] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/24/2020] [Accepted: 11/17/2020] [Indexed: 06/12/2023]
Abstract
The core concept of genetic information flow was identified in recent calls to improve undergraduate biology education. Previous work shows that students have difficulty differentiating between the three processes of the Central Dogma (CD; replication, transcription, and translation). We built upon this work by developing and applying an analytic coding rubric to 1050 student written responses to a three-question item about the CD. Each response was previously coded only for correctness using a holistic rubric. Our rubric captures subtleties of student conceptual understanding of each process that previous work has not yet captured at a large scale. Regardless of holistic correctness scores, student responses included five or six distinct ideas. By analyzing common co-occurring rubric categories in student responses, we found a common pair representing two normative ideas about the molecules produced by each CD process. By applying analytic coding to student responses preinstruction and postinstruction, we found student thinking about the processes involved was most prone to change. The combined strengths of analytic and holistic rubrics allow us to reveal mixed ideas about the CD processes and provide a detailed picture of which conceptual ideas students draw upon when explaining each CD process.
Collapse
Affiliation(s)
- Juli D. Uhl
- CREATE for STEM Institute, Michigan State UniversityEast LansingMichiganUSA
| | | | - Jenifer N. Saldanha
- CREATE for STEM Institute, Michigan State UniversityEast LansingMichiganUSA
- Lyman Briggs College, Michigan State UniversityEast LansingMichiganUSA
| | - Rosa A. Moscarella
- Biology DepartmentUniversity of Massachusetts AmherstAmherstMassachusettsUSA
| | - John Merrill
- Department of Microbiology and Molecular GeneticsMichigan State UniversityEast LansingMichiganUSA
| | - Mark Urban‐Lurain
- CREATE for STEM Institute, Michigan State UniversityEast LansingMichiganUSA
| | - Kevin C. Haudek
- CREATE for STEM Institute, Michigan State UniversityEast LansingMichiganUSA
- Department of Biochemistry and Molecular BiologyMichigan State UniversityEast LansingMichiganUSA
| |
Collapse
|
20
|
Erasmus DJ. DNA barcoding: A different perspective to introducing undergraduate students to DNA sequence analysis. Biochem Mol Biol Educ 2021; 49:416-421. [PMID: 33529467 DOI: 10.1002/bmb.21492] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/11/2019] [Revised: 11/09/2020] [Accepted: 12/31/2020] [Indexed: 06/12/2023]
Abstract
Education in biochemistry teaching laboratories focus primarily on applying biochemical techniques to understanding human disease, biochemistry, and biotechnology. With anthropogenic climate change, there is a renewed interest in quantifying biodiversity, especially with the use of molecular-based approaches such as DNA barcoding. This 3-week laboratory exercise allowed undergraduate students to explore DNA sequencing, analysis, and DNA barcoding. Students extracted DNA from insect legs and amplified a 650 bp section of Cytochrome C oxidase I gene by PCR, and confirmed the success of their PCR by DNA gel electrophoresis. The PCR products were submitted for sequencing and students analyzed the sequences using FinchTV, Genbank, and the Barcode of Life Database. Based on the DNA sequences of their PCR products students were able to identify the species of insects. This lab exercise provides a different context to introducing students to analyzing DNA sequences and using DNA databases.
Collapse
Affiliation(s)
- Daniel J Erasmus
- Department of Chemistry and Biochemistry, University of Northern British Columbia, Prince George, Canada
| |
Collapse
|
21
|
Jiang X, Ning Q. The impact and evaluation of COVID-19 pandemic on the teaching model of medical molecular biology course for undergraduates major in pharmacy. Biochem Mol Biol Educ 2021; 49:346-352. [PMID: 33080661 DOI: 10.1002/bmb.21471] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2020] [Revised: 09/19/2020] [Accepted: 10/06/2020] [Indexed: 05/08/2023]
Abstract
Molecular biology is a very important basic course for undergraduates major in pharmacy. During the novel coronavirus epidemic, we first adopted an online teaching of molecular biology course with rain class and tencent meeting for undergraduates major in pharmacy, following a blended teaching mode. Finally, we evaluated the effect of this special-time teaching by analyzing the anonymous questionnaire and final examination scores. Student feedback showed that most of students were satisfied with this online teaching, classroom teaching, and experimental teaching, and considered that postlecture quizzes were very helpful for their study. The majority of students supported that classroom teaching should be integrated with online teaching. Analysis of final examination scores showed that the effect of 2020-year teaching was not worse than that of 2019-year teaching, but even better in the excellence rate and rate of poor and failure. Here, we share the experience and thinking of blended teaching of medical molecular biology course during the novel coronavirus epidemic, and hope it helpful for other teachers' teaching.
Collapse
Affiliation(s)
- Xiaoying Jiang
- Department of Biochemistry and Molecular Biology, School of Basic Medical Sciences, Xi'an Jiaotong University Health Science Center, Xi'an, China
| | - Qilan Ning
- Department of Biochemistry and Molecular Biology, School of Basic Medical Sciences, Xi'an Jiaotong University Health Science Center, Xi'an, China
| |
Collapse
|
22
|
Covey SD. An adaptable dry lab for SYBR based RT-qPCR primer design to reinforce concepts in molecular biology and nucleic acids. Biochem Mol Biol Educ 2021; 49:262-270. [PMID: 32897640 DOI: 10.1002/bmb.21446] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/07/2020] [Revised: 08/16/2020] [Accepted: 08/18/2020] [Indexed: 06/11/2023]
Abstract
The real time PCR (qPCR) method provides a powerful method to assess levels of particular species of DNA. When combined with reverse transcription (RT-qPCR) it is the predominate technique to measure expression of gene transcripts. While this approach is very powerful, particular care must be taken in the design of the primers to facilitate specific and sensitive detection. Herein describes the framework for an undergraduate assignment which aims to teach primer design for SYBR based RT-qPCR. Beyond gaining direct experience with primer design, students will gain familiarity with important bioinformatic resources as well as a deeper theoretical understanding of the RT-qPCR approach and potential limitations. Moreover, as students' progress through the assignment they re-encounter many important concepts in molecular biology, gene expression, and nucleic acids, creating an opportunity for spiral learning. As this exercise only requires access to free web-based resources and does not require a laboratory it can be used in most science education settings. Despite not being a wet lab, this is a highly authentic research experience as this design process is commonplace in a molecular biology laboratory. Furthermore, the assignment is highly adaptable for different learning outcomes, time frames, and student background and ability. This article seeks to highlight connections and expanded learning outcomes for those already teaching such material, as well as a step-by-step guide for those new to teaching such content.
Collapse
Affiliation(s)
- Scott D Covey
- Department of Biochemistry and Molecular Biology, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
| |
Collapse
|
23
|
Nunes R, de Bem Oliveira I, de Araújo Dias P, Bidinotto AB, de Campos Telles MP. BarcodingGO: A problem-based approach to teach concepts related to environmental-DNA and bioinformatics. Biochem Mol Biol Educ 2021; 49:210-215. [PMID: 32810925 DOI: 10.1002/bmb.21424] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2020] [Revised: 07/03/2020] [Accepted: 07/08/2020] [Indexed: 06/11/2023]
Abstract
In this paper, we propose and describe a new approach, named BarcodingGO, to teach environmental DNA and bioinformatics concepts to undergraduate or graduate students in molecular biology-related fields. The learning pipeline proposed here aims to solve a simulated environmental monitoring problem, in which a biodiversity survey of a particular region is needed to assess the impact of an environmental disaster. Biological surveys, in the context of environmental DNA studies, are performed by analyzing the DNA released by organisms living in a specific environment. We proposed a scenario in which quick response (QR) codes represented a given environmental DNA, and they were positioned in a scattered pattern across two regions of the classroom (representing pre and post scenarios for a particular environmental disaster). The QR codes redirect to a page that contained a fictional representation of an animal or a plant. Students then survey the region's biodiversity using QR code scanning applications on their cell phones by "capturing" these organisms as an analogy to the Pokémon GO game of the international Pokémon franchise. We believe this method (or even an adaptation of it) can be an essential tool to engage students in molecular biology classes. Moreover, this approach can help to teach how modern genomics and bioinformatics tools can be applied to solve real problems in conservation biology.
Collapse
Affiliation(s)
- Rhewter Nunes
- Genetics & Biodiversity Laboratory, Department of Genetics, Institute of Biological Sciences, Federal University of Goias, Goias, Brazil
| | - Ivone de Bem Oliveira
- Blueberry Breeding and Genomics Lab, Horticultural Sciences Department, University of Florida, Gainesville, Florida, USA
| | - Priscila de Araújo Dias
- Ecology and Evolution Graduate Program, Department of Ecology, Institute of Biological Sciences, Federal University of Goias, Goias, Brazil
| | | | - Mariana Pires de Campos Telles
- Genetics & Biodiversity Laboratory, Department of Genetics, Institute of Biological Sciences, Federal University of Goias, Goias, Brazil
- Agrarian and Biological School, Pontifical Catholic University of Goias, Goias, Brazil
| |
Collapse
|
24
|
Wang J, Xu X, Shi X, Zhang J, Gao F, Li J, Jia S, Xu J, Zhang J, Peng L, Li L, Chen J, Li S, Lu L. Literature-based learning and experimental design model in molecular biology teaching for medical students at Tongji University. Biochem Mol Biol Educ 2021; 49:189-197. [PMID: 32881259 DOI: 10.1002/bmb.21419] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2019] [Revised: 07/01/2020] [Accepted: 07/07/2020] [Indexed: 06/11/2023]
Abstract
In 2018, to help undergraduate medical students strengthen their self-learning and scientific research skills, we introduced an instructional model that combined literature-based learning with experimental design. We tested this model on the molecular biology class at Tongji University. In the first step of the model, a topic is chosen, and students find, read, and evaluate scientific papers in groups and deliver presentations. In the second step, they design scientific experiments in groups and discuss their proposed experiments in class, which is to be followed by further experimental verification in the lab course. This entire activity was given 20% weightage in the final score. The model led to better student-centered teaching and self-directed learning according to quantitative and qualitative assessment. Students showed great interest in literature and research. They enjoyed group work and gained experience in organization and presentation. Apart from a significant increase in final score, assessment data from students indicated that they were satisfied with this teaching model and considered it a positive experience. Looking at the positive impact of the literature-based learning and experiment design model, we support its continued use for teaching molecular biology to undergraduate medical students.
Collapse
Affiliation(s)
- Juan Wang
- Department of Regenerative Medicine, Tongji University School of Medicine, Shanghai, China
| | - Xiaojuan Xu
- Department of Regenerative Medicine, Tongji University School of Medicine, Shanghai, China
| | - Xiujuan Shi
- Department of Regenerative Medicine, Tongji University School of Medicine, Shanghai, China
| | - Jieping Zhang
- Department of Regenerative Medicine, Tongji University School of Medicine, Shanghai, China
| | - Furong Gao
- Department of Regenerative Medicine, Tongji University School of Medicine, Shanghai, China
| | - Jiao Li
- Department of Regenerative Medicine, Tongji University School of Medicine, Shanghai, China
| | - Song Jia
- Department of Regenerative Medicine, Tongji University School of Medicine, Shanghai, China
| | - Jie Xu
- Department of Regenerative Medicine, Tongji University School of Medicine, Shanghai, China
| | - Junfang Zhang
- Department of Regenerative Medicine, Tongji University School of Medicine, Shanghai, China
| | - Luying Peng
- Department of Regenerative Medicine, Tongji University School of Medicine, Shanghai, China
| | - Li Li
- Department of Regenerative Medicine, Tongji University School of Medicine, Shanghai, China
| | - Jianjun Chen
- Department of Regenerative Medicine, Tongji University School of Medicine, Shanghai, China
| | - Siguang Li
- Department of Regenerative Medicine, Tongji University School of Medicine, Shanghai, China
| | - Lixia Lu
- Department of Regenerative Medicine, Tongji University School of Medicine, Shanghai, China
| |
Collapse
|
25
|
Jakubowski HV, Bock N, Busta L, Pearce M, Roston RL, Shomo ZD, Terrell CR. Introducing climate change into the biochemistry and molecular biology curriculum. Biochem Mol Biol Educ 2021; 49:167-188. [PMID: 32833339 DOI: 10.1002/bmb.21422] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2020] [Revised: 07/09/2020] [Accepted: 07/13/2020] [Indexed: 06/11/2023]
Abstract
Our climate is changing due to anthropogenic emissions of greenhouse gases from the production and use of fossil fuels. Present atmospheric levels of CO2 were last seen 3 million years ago, when planetary temperature sustained high Arctic camels. As scientists and educators, we should feel a professional responsibility to discuss major scientific issues like climate change, and its profound consequences for humanity, with students who look up to us for knowledge and leadership, and who will be most affected in the future. We offer simple to complex backgrounds and examples to enable and encourage biochemistry educators to routinely incorporate this most important topic into their classrooms.
Collapse
Affiliation(s)
- Henry V Jakubowski
- Department of Chemistry, College of St. Benedict/St. John's University, St. Joseph, Minnesota, USA
| | - Nicholas Bock
- Lamont-Doherty Earth Observatory, Biology and Paleo Environment, Columbia University, Palisades, New York, USA
| | - Lucas Busta
- Department of Biochemistry and Center for Plant Science Innovation, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - Matthew Pearce
- NASA Goddard Space Flight Center, Office of Education, NASA Goddard Institute for Space Studies, New York, New York, USA
| | - Rebecca L Roston
- Department of Biochemistry and Center for Plant Science Innovation, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - Zachery D Shomo
- Department of Biochemistry and Center for Plant Science Innovation, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - Cassidy R Terrell
- Center for Learning Innovation, University of Minnesota Rochester, Rochester, Minnesota, USA
| |
Collapse
|
26
|
Giojalas LC, Guidobaldi HA, Cragnolini AB, Franchi AN, Garcia Romano L, Bermudez GMA, Danelon V, Moreno Irusta A, Domínguez EM, Figueras López MJ. Understanding new molecular and cell biology findings based on progressive scientific practices and interconnected activities in undergraduate students. Biochem Mol Biol Educ 2021; 49:198-209. [PMID: 32823370 DOI: 10.1002/bmb.21423] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2019] [Revised: 06/11/2020] [Accepted: 07/13/2020] [Indexed: 06/11/2023]
Abstract
Nowadays Molecular Cell Biology (MCB) must be taught as science is practiced. Even though there are several approaches based on scientific practices, a key aspect is to define the purpose of each of these teaching strategies and, most importantly, their implementation. Our goal was to train students to acquire, understand, and communicate new scientific knowledge in the field. The main feature of our new teaching methodology was progressive training in scientific practices associated with a back-and-forward interplay between activities and assessments. The methodology was implemented over 4 years, in students attending the MCB course of the undergraduate degree in Biological Sciences. In the first two modules, the students were prepared to comprehend MCB concepts and techniques and to experience activities based on scientific practices. In the third module, the students analyzed a primary paper in-depth. They were assessed by midterm exams based on a primary paper, written laboratory reports, and the oral presentation of a scientific paper. Our teaching proposal was evaluated through the students' academic performance and by their opinion on the teaching methodology. Most students were satisfied since they improved their acquisition of concepts, their interpretation and integration of scientific knowledge, and developed skills to communicate scientific knowledge in writing and orally. The novelty of transversal interconnections and progressive training in scientific practices provides students with skills in acquiring and understanding new scientific information, even beyond the MCB course.
Collapse
Affiliation(s)
- Laura C Giojalas
- Biología Celular y Molecular, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Hector A Guidobaldi
- Biología Celular y Molecular, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Andrea B Cragnolini
- Biología Celular y Molecular, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Anahi N Franchi
- Biología Celular y Molecular, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Leticia Garcia Romano
- Taller Educativo I y II, Depto. de Enseñanza de la Ciencia y Tecnología, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Gonzalo M A Bermudez
- Didáctica General y Didáctica Especial, Depto. de Enseñanza de la Ciencia y Tecnología, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Victor Danelon
- Biología Celular y Molecular, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Ayelen Moreno Irusta
- Biología Celular y Molecular, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Esteban M Domínguez
- Biología Celular y Molecular, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Maria J Figueras López
- Biología Celular y Molecular, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| |
Collapse
|
27
|
Guttilla Reed IK. CUREing cancer: Development and implementation of a molecular biology-focused course-based undergraduate research experience using a cancer cell culture model. Biochem Mol Biol Educ 2021; 49:287-297. [PMID: 32919431 DOI: 10.1002/bmb.21452] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2020] [Revised: 08/06/2020] [Accepted: 08/21/2020] [Indexed: 06/11/2023]
Abstract
Many students in the sciences are interested in exploring research opportunities; however, the one-on-one faculty mentorship model often lacks the ability to supervise large numbers of students. An alternative mechanism for exposing undergraduate students to the research process is participation in a Course-based Undergraduate Research Experience (CURE). CUREs promote inclusivity in research, and provide structure for both students and faculty while engaging students in scientific discovery. This study describes a model for a CURE in cancer biology, and reports student outcomes. Students utilized bioinformatics to predict targets genes of miR-100, a microRNA that is differentially expressed in a cell culture model of breast cancer metastasis. Students were required to engage with primary literature to write a grant proposal for their target gene, and then were trained to perform basic molecular biology techniques to test their individual hypotheses. Additionally, the course integrated opportunities to troubleshoot experiments and present data to the group, and culminated in a publication style scientific report discussing the results of their individual research project. Students reported significantly increased confidence in executing various molecular biology techniques and research-related skills based on pre- and post-assessment surveys. Student feedback also indicated that they gained an understanding of primary literature, experimental design, and scientific writing as a result of the course. This study supports that CUREs can be an effective pedagogy for not only engaging larger groups of students in research, but also improving their confidence and skill set in the laboratory.
Collapse
|
28
|
Hsu JL, Rowland-Goldsmith M. Student perceptions of an inquiry-based molecular biology lecture and lab following a mid-semester transition to online teaching. Biochem Mol Biol Educ 2021; 49:15-25. [PMID: 33301654 DOI: 10.1002/bmb.21478] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2020] [Revised: 10/18/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
The transition to online learning in spring 2020 was abrupt for both students and instructors. While many instructors moved to asynchronous classes, some institutions relied more heavily on synchronous online courses. Here, we evaluate student perceptions of an inquiry-based molecular biology lecture and lab course following this transition by comparing student survey responses from spring 2019, when the lecture and lab were fully in person, to spring 2020, when the lecture and lab started in person before transitioning to a synchronous online format. Students were asked to identify the main factors that supported their learning in lecture and lab, characterize the main barriers to learning in those courses, and discuss their preference of having an inquiry-based lab or a traditional "cookbook" lab with pre-determined answers. We coded these responses and provide one of the first studies to examine the impact of this online transition on student perceptions of learning in an inquiry-based molecular biology lecture and lab course.
Collapse
Affiliation(s)
- Jeremy L Hsu
- Schmid College of Science and Technology, Chapman University, Orange, California, USA
| | | |
Collapse
|
29
|
O Macaulay J, C Newton A, Wang AHJ. How does the International Union of Biochemistry and Molecular Biology support education and training? Biochem Mol Biol Educ 2021; 49:7-8. [PMID: 33156978 DOI: 10.1002/bmb.21473] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Accepted: 10/08/2020] [Indexed: 06/11/2023]
Affiliation(s)
- Janet O Macaulay
- Biomedicine Discovery Institute, Monash University, Melbourne, Victoria, Australia
| | - Alexandra C Newton
- Department of Pharmacology, University of California San Diego (UCSD), La Jolla, California, USA
| | - Andrew H-J Wang
- Institute of Biological Chemistry, Academia Sinica, Taipei, Taiwan
| |
Collapse
|
30
|
Ha CE, Kuit T, Nicodemus NA, Yu GFB, Macaulay JO. Biochemistry and molecular biology in health science education: A parallel session at the IUBMB/PSBMB 2019 "Harnessing Interdisciplinary Education in Biochemistry and Molecular Biology" conference. Biochem Mol Biol Educ 2020; 48:619-624. [PMID: 33105516 DOI: 10.1002/bmb.21441] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2020] [Accepted: 08/13/2020] [Indexed: 06/11/2023]
Abstract
In many health-related programs biochemistry and molecular biology are core subjects, but these subjects are often not the students main focus. This challenges educators to develop curriculum that demonstrates the relevance of biochemistry and molecular biology and engages these students. This conference session discussed the value of biochemistry and molecular biology education in the health sciences and the methodologies which can be implemented.
Collapse
Affiliation(s)
- Chung Eun Ha
- Department of Native Hawaiian Health, University of Hawaii, Honolulu, Hawaii, USA
| | - Tracey Kuit
- School of Chemistry and Molecular Bioscience, University of Wollongong, Wollongong, New South Wales, Australia
| | - Nemencio A Nicodemus
- Department of Biochemistry and Molecular Biology, University of the Philippines Manila, Manila, Philippines
| | - Gracia Fe B Yu
- Department of Biochemistry and Molecular Biology, University of the Philippines Manila, Manila, Philippines
| | - Janet O Macaulay
- Biomedicine Discovery Institute, Monash University, Melbourne, Victoria, Australia
| |
Collapse
|
31
|
Chou CC, Provost JJ, Waye MMY, Yu GFB, Macaulay JO. Tools for teaching biochemistry and molecular biology: A parallel session at the IUBMB/PSBMB 2019 "Harnessing Interdisciplinary Education in Biochemistry and Molecular Biology" conference. Biochem Mol Biol Educ 2020; 48:608-614. [PMID: 33129227 DOI: 10.1002/bmb.21445] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2020] [Accepted: 08/13/2020] [Indexed: 06/11/2023]
Abstract
Approaches to learning and teaching have been undergoing massive changes. Technology has enabled many innovations while other methods have embedded authentic research approaches or looked to other disciplines. The tools in education session of the conference looked at tools being used to teach biochemistry and molecular biology ranging from online platforms, authentic research experiences to the use of music.
Collapse
Affiliation(s)
- Chia-Cheng Chou
- National Center for High-performance Computing, National Applied Research Laboratories, Hsinchu, Taiwan
| | - Joseph J Provost
- Department of Chemistry and Biochemistry, University of San Diego, California, USA
| | - Mary Miu Yee Waye
- Faculty of Medicine, The Nethersole School of Nursing, Croucher Laboratory for Human Genomics, Shatin, Hong Kong
| | - Gracia Fe B Yu
- Department of Biochemistry and Molecular Biology, University of the Philippines Manila, Manila, Philippines
| | - Janet O Macaulay
- Biomedicine Discovery Institute, Monash University, Melbourne, Australia
| |
Collapse
|
32
|
Provost JJ. IUBMB/PSBMB 2019 Conference/Plenary: National Program Accreditation. Does it help drive change and support faculty and student or does it limit our creativity? Biochem Mol Biol Educ 2020; 48:596-598. [PMID: 32207553 DOI: 10.1002/bmb.21343] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/17/2020] [Accepted: 03/09/2020] [Indexed: 06/10/2023]
Abstract
Accreditation of academic programs and recognition of student degrees provide academic institutions a measure of a set of community agreed upon standards. These can aid pedagogical change, support faculty to successfully engage students in their discipline and to provide a mechanism to maintain standards. Several professional scientific societies from engineering, chemistry, and biochemistry and molecular biology have developed standards by which departments can be recognized for accreditation. As one of the members of the American Society for Biochemistry and Molecular Biology who helped develop the accreditation and standardized exams and a committee member of the American Chemical Society's Committee on Professional Training I will present the evolution of the accreditation process, discuss the benefits and challenges with being an accreditation. How these programs serve their communities and at times can hinder or be used to support potential creativity and teaching pedagogies will also be discussed.
Collapse
Affiliation(s)
- Joseph J Provost
- Department of Chemistry and Biochemistry, University of San Diego, San Diego, California, USA
| |
Collapse
|
33
|
Oxford JT, Jorcyk CL. Students engage in primary literature in molecular biology techniques using an online journal club format. Biochem Mol Biol Educ 2020; 48:675-677. [PMID: 33080662 PMCID: PMC7722140 DOI: 10.1002/bmb.21472] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2020] [Revised: 09/18/2020] [Accepted: 10/06/2020] [Indexed: 06/08/2023]
Abstract
Campus closures in Spring 2020 required rapid transition to online course delivery. Fall 2020 has similar needs and expectations. The Advanced Topics in Molecular Biology Techniques course, designed for upper division undergraduate and graduate students, uses a "journal club" format. The journal club format includes practice-based learning and provides student choice. Examples from graduate students effectively model the expectations using near-peer instruction. Teaching in the time of COVID-19 requires openness to new ideas and modifications to previous approaches. We were able to move the course online with little interruption.
Collapse
Affiliation(s)
- Julia Thom Oxford
- Department of Biological Sciences, Boise State University, Boise, Idaho, USA
| | - Cheryl L Jorcyk
- Department of Biological Sciences, Boise State University, Boise, Idaho, USA
| |
Collapse
|
34
|
Amor EC, Attanayake AP, G Nicolas M, Yu GFB, Macaulay JO. Undergraduate education in biochemistry and molecular biology: A parallel session at the IUBMB/PSBMB 2019 "Harnessing Interdisciplinary Education in Biochemistry and Molecular Biology" conference. Biochem Mol Biol Educ 2020; 48:602-607. [PMID: 33064352 DOI: 10.1002/bmb.21435] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2020] [Accepted: 08/07/2020] [Indexed: 06/11/2023]
Abstract
Although science education, including biochemistry and molecular biology education, starts before students commence university, for many students, undergraduate programs are their first real introduction to biochemistry and molecular biology. Students often report that biochemistry and molecular biology are relatively difficult topics hence the use of varied and well-thought-out approaches are critical to fully engage students. This session provided insights into undergraduate curriculum design.
Collapse
Affiliation(s)
- Evangeline C Amor
- Institute of Chemistry, University of the Philippines-Diliman, Quezon City, Philippines
| | - Anoja P Attanayake
- Department of Biochemistry, Faculty of Medicine, University of Ruhuna, Galle, Sri Lanka
| | - Marilou G Nicolas
- Department of Physical Sciences and Mathematics, University of the Philippines-Manila, Manila, Philippines
| | - Gracia Fe B Yu
- Department of Biochemistry and Molecular Biology, University of the Philippines-Manila, Manila, Philippines
| | - Janet O Macaulay
- Biomedical Discovery Institute, Monash University, Melbourne, Australia
| |
Collapse
|
35
|
Estacio RC, Kron MA, Janlav M, Yu GFB, Macaulay JO. Postgraduate programs in biochemistry and molecular biology: A parallel session at the IUBMB/PSBMB 2019 "Harnessing Interdisciplinary Education in Biochemistry and Molecular Biology" conference. Biochem Mol Biol Educ 2020; 48:625-630. [PMID: 33068300 DOI: 10.1002/bmb.21444] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2020] [Accepted: 08/13/2020] [Indexed: 06/11/2023]
Abstract
The conference session on Postgraduate Education in Biochemistry and Molecular Biology consisted of wide-ranging presentations and discussions. Approaches, issues, and solutions for postgraduate education and training in countries ranging from the Philippines to Mongolia and the United States were covered.
Collapse
Affiliation(s)
- Rhodora C Estacio
- Department of Biochemistry and Molecular Biology, University of the Philippines Manila, Manila, Philippines
| | - Michael Andrew Kron
- Division of Infectious Diseases, Medical College of Wisconsin, Milwaukee, Wisconsin, USA
| | - Munkhtsetseg Janlav
- Department of Biochemistry, Mongolian National University of Medical Sciences, Mongolia
| | - Gracia Fe B Yu
- Department of Biochemistry and Molecular Biology, University of the Philippines Manila, Manila, Philippines
| | - Janet O Macaulay
- Biomedicine Discovery Institute, Monash University, Melbourne, Australia
| |
Collapse
|
36
|
Craig PA. Something old, something new: Teaching the BMB lab. Biochem Mol Biol Educ 2020; 48:640-642. [PMID: 32400064 DOI: 10.1002/bmb.21359] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2020] [Accepted: 04/19/2020] [Indexed: 06/11/2023]
Abstract
Lab courses are a significant component of biochemistry and molecular biology (BMB) education. In teaching the labs, we combine established techniques with novel approaches. Lab formats have also moved from traditional cookbook style labs to guided inquiry to course-based undergraduate research experiences (CUREs), where faculty bring their own research interests into the course setting with a larger number of students in a much more restricted time frame. This presentation is designed to explore some of these ideas and challenge the reader to introduce research opportunities to all students, not just the smaller group of students in their research labs.
Collapse
Affiliation(s)
- Paul A Craig
- School of Chemistry & Materials Science, Rochester Institute of Technology, Rochester, New York, USA
| |
Collapse
|
37
|
Macaulay J, Heralde FM, Yu GFB. Harnessing interdisciplinary education in biochemistry and molecular biology: A report on the IUBMB/PSBMB 2019 "harnessing interdisciplinary education in biochemistry and molecular biology" conference. Biochem Mol Biol Educ 2020; 48:551-554. [PMID: 32914935 DOI: 10.1002/bmb.21434] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/29/2020] [Accepted: 08/07/2020] [Indexed: 06/11/2023]
Abstract
The "Harnessing Interdisciplinary Education in Biochemistry and Molecular Biology" education conference was held on November 13-15, 2019 in Manila, Philippines. The conference was sponsored by the International Union of Biochemistry and Molecular (IUBMB). With over 400 attendees from 22 countries themes discussed by the speakers and enthusiastic participants ranged from teaching biochemistry and molecular biology at all levels and to students in a range of disciplines.
Collapse
Affiliation(s)
- Janet Macaulay
- International Union of Biochemistry and Molecular Biology and Biomedicine Discovery Institute, Monash University, Melbourne, Victoria, Australia
| | - Francisco M Heralde
- Philippine Society of Biochemistry and Molecular Biology, University of the Philippines Manila, Manila, Philippines
| | - Gracia Fe B Yu
- Federation of Asian and Oceanian Biochemists and Molecular Biologists, University of the Philippines Manila, Manila, Philippines
| |
Collapse
|
38
|
Padolina WG. Harnessing interdisciplinary education in biochemistry and molecular biology: Key note presentation-IUBMB/PSBMB 2019 Education Conference. Biochem Mol Biol Educ 2020; 48:555-558. [PMID: 32838481 DOI: 10.1002/bmb.21420] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Accepted: 07/08/2020] [Indexed: 06/11/2023]
Abstract
Remarks from the keynote presentation 2019 IUBMB Education Conference, held in conjunction with the 46th Annual Convention of the Philippine Society of Biochemistry and Molecular Biology. William G. Padolina, 13 November 2019.
Collapse
|
39
|
Poronnik P, Sellwood MJ. Bioscience education 2030 and beyond: Where will technology take the curriculum? Biochem Mol Biol Educ 2020; 48:563-567. [PMID: 32745335 DOI: 10.1002/bmb.21393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2020] [Accepted: 05/22/2020] [Indexed: 06/11/2023]
Abstract
This brief review explores the ever-increasing role that technological affordances may play in the 21C biochemistry and molecular biology curriculum. We consider the need to develop digital and creative fluencies in our students and the importance of creativity and visualization in learning science. The potential of virtual reality (VR) platforms to complement these goals are discussed with a number of examples. Finally, we look into the future where to see how VR might fit into a future curriculum.
Collapse
Affiliation(s)
- Philip Poronnik
- Discipline of Physiology, School of Medical Sciences, The University of Sydney, Camperdown, New South Wales, Australia
| | - Matthew J Sellwood
- Discipline of Physiology, School of Medical Sciences, The University of Sydney, Camperdown, New South Wales, Australia
| |
Collapse
|
40
|
Bascos NAD, Craig PA, Lapeña JFF, Ortiz P, Yu GFB, Macaulay JO. Publishing in education: A parallel session at the IUBMB/PSBMB 2019 "Harnessing Interdisciplinary Education in Biochemistry and Molecular Biology" conference. Biochem Mol Biol Educ 2020; 48:635-639. [PMID: 33155380 DOI: 10.1002/bmb.21455] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Accepted: 08/23/2020] [Indexed: 06/11/2023]
Abstract
Ensuring currency with trends, knowledge, and understanding of teaching and learning is essential for all educators. Researching learning and teaching is an enormous field which can range from examining the practical impact of new classes to research into the processes of learning. The "Publishing in Education" conference session discussed some of the approaches and outcomes of researching and publishing in education.
Collapse
Affiliation(s)
- Neil Andrew D Bascos
- National Institute of Molecular Biology and Biotechnology, University of the Philippines Diliman, Quezon City, Philippines
| | - Paul A Craig
- Department of Chemistry and Materials Science, Rochester Institute of Technology, Rochester, New York
| | - Jose Florencio F Lapeña
- Department of Otorhinolaryngology - Head and Neck Surgery, University of the Philippines Manila, Manila, Philippines
| | - Phillip Ortiz
- Biochemistry and Molecular Biology Education, State University of New York, New Paltz, New York
| | - Gracia Fe B Yu
- Department of Otorhinolaryngology - Head and Neck Surgery, University of the Philippines Manila, Manila, Philippines
| | - Janet O Macaulay
- Biomedicine Discovery Institute, Monash University, Melbourne, Australia
| |
Collapse
|
41
|
Ortiz PA, Ramos JDA, Yarden A, Yu GFB, Macaulay JO. K-12 education in biochemistry and molecular biology: A parallel session at the IUBMB/PSBMB 2019 "Harnessing Interdisciplinary Education in Biochemistry and Molecular Biology" conference. Biochem Mol Biol Educ 2020; 48:599-601. [PMID: 33053599 DOI: 10.1002/bmb.21453] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Accepted: 08/23/2020] [Indexed: 06/11/2023]
Abstract
Biochemistry and molecular biology education starts before our students get to university. From a very early age, they start learning informally about science beginning with the basics of science and as they progress through their school years they should be exposed to more advanced topics such as biochemistry and molecular biology. This session at the conference focused on three very different examples of engaging school students with biochemistry and molecular biology.
Collapse
Affiliation(s)
- Phillip A Ortiz
- Biochemistry and Molecular Biology Education and the State University of New York, Albany, New York, USA
| | | | - Anat Yarden
- Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel
| | - Gracia Fe B Yu
- Department of Biochemistry and Molecular Biology, University of the Philippines Manila, Manila, Philippines
| | - Janet O Macaulay
- Biomedicine Discovery Institute, Monash University, Melbourne, Australia
| |
Collapse
|
42
|
Umar Aliyu R, Hassan Yankuzo M, Hassan Wara S. Teaching biochemistry and molecular biology online in Nigeria: Missed opportunities during the COVID-19 pandemic. Biochem Mol Biol Educ 2020; 48:657-658. [PMID: 33034395 PMCID: PMC7677855 DOI: 10.1002/bmb.21463] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2020] [Accepted: 09/16/2020] [Indexed: 06/11/2023]
|
43
|
Chuang WJ, Concepcion GP, Lin H, Yu GFB, Macaulay J. Continuing education in biochemistry and molecular biology in industry: A parallel session at the IUBMB/PSBMB 2019 "Harnessing Interdisciplinary Education in Biochemistry and Molecular Biology" conference. Biochem Mol Biol Educ 2020; 48:631-634. [PMID: 33075847 DOI: 10.1002/bmb.21442] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Accepted: 08/13/2020] [Indexed: 06/11/2023]
Abstract
Science requires that we are always current with research, techniques, and tools but what are the best approaches for continuing education? The presenters in this session described a range of approaches used in universities, government bodies, and industry.
Collapse
Affiliation(s)
- Woei-Jer Chuang
- Department of Biochemistry and Molecular Biology, National Cheng Kung University, Tainan, Taiwan
| | - Gisela P Concepcion
- Marine Science Institute, University of the Philippines Diliman, Quezon City, Philippines
| | - Huixin Lin
- Bayer Crop Science, Singapore, Singapore
| | - Gracia Fe B Yu
- Department of Biochemistry and Molecular Biology, University of the Philippines Manila, Manila, Philippines
| | - Janet Macaulay
- Biomedical Discovery Institute, Monash University, Clayton, Victoria, Australia
| |
Collapse
|
44
|
Aydemir D, Ulusu NN. Commentary: Challenges for PhD students during COVID-19 pandemic: Turning crisis into an opportunity. Biochem Mol Biol Educ 2020; 48:428-429. [PMID: 32271978 PMCID: PMC7262270 DOI: 10.1002/bmb.21351] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/26/2020] [Accepted: 03/27/2020] [Indexed: 06/01/2023]
Abstract
COVID-19 results in the suspension of life all over the world. Universities suspended their academic activities except for online courses for undergrad and grad students. However, PhD students in both biochemistry and molecular biology fields must hold their experiments at the laboratories. Even under these extreme circumstances, the academic journey of a master's or PhD student should not be stopped; on contrary, they need to use these times to improve their knowledge related to their fields. Therefore, they can turn this COVID-19 crisis into an opportunity for themselves.
Collapse
Affiliation(s)
- Duygu Aydemir
- Biochemistry Department, School of MedicineKoc UniversityIstanbulTurkey
- Koc University Research Center for Translational Medicine (KUTTAM)IstanbulTurkey
| | - Nuriye N. Ulusu
- Biochemistry Department, School of MedicineKoc UniversityIstanbulTurkey
- Koc University Research Center for Translational Medicine (KUTTAM)IstanbulTurkey
| |
Collapse
|
45
|
Evans DL, Bailey SG, Thumser AE, Trinder SL, Winstone NE, Bailey IG. The Biochemical Literacy Framework: Inviting pedagogical innovation in higher education. FEBS Open Bio 2020; 10:1720-1736. [PMID: 32696491 PMCID: PMC7459419 DOI: 10.1002/2211-5463.12938] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2020] [Revised: 06/22/2020] [Accepted: 07/17/2020] [Indexed: 11/08/2022] Open
Abstract
When developing meaningful curricula, institutions must engage with the desired disciplinary attributes of their graduates. Successfully employed in several areas, including psychology and chemistry, disciplinary literacies provide structure for the development of core competencies-pursuing progressive education. To this end, we have sought to develop a comprehensive blueprint of a graduate biochemist, providing detailed insight into the development of skills in the context of disciplinary knowledge. The Biochemical Literacy Framework (BCLF) aspires to encourage innovative course design in both the biochemical field and beyond through stimulating discussion among individuals developing undergraduate biochemistry degree courses based on pedagogical best practice. Here, we examine the concept of biochemical literacy aiming to start answering the question: What must individuals do and know to approach and transform ideas in the context of the biochemical sciences? The BCLF began with the guidance published by relevant learned societies - including the Royal Society of Biology, the Biochemical Society, the American Society for Biochemistry and Molecular Biology and the Quality Assurance Agency, before considering relevant pedagogical literature. We propose that biochemical literacy is comprised of seven key skills: critical thinking, self-management, communication, information literacy, visual literacy, practical skills and content knowledge. Together, these form a dynamic, highly interconnected and interrelated meta-literacy supporting the use of evidence-based, robust learning techniques. The BCLF is intended to form the foundation for discussion between colleagues, in addition to forming the groundwork for both pragmatic and exploratory future studies into facilitating and further defining biochemical literacy.
Collapse
Affiliation(s)
| | - Sarah G. Bailey
- Department of Biochemical SciencesUniversity of SurreyGuildfordUK
| | | | - Sarah L. Trinder
- Department of Biochemical SciencesUniversity of SurreyGuildfordUK
| | | | - Ian G. Bailey
- Department of Biochemical SciencesUniversity of SurreyGuildfordUK
| |
Collapse
|
46
|
Covey SD. Reimagining learning outcomes to teach laboratory courses without a lab. Biochem Mol Biol Educ 2020; 48:469-470. [PMID: 32615638 DOI: 10.1002/bmb.21404] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2020] [Revised: 05/06/2020] [Accepted: 06/08/2020] [Indexed: 06/11/2023]
Affiliation(s)
- Scott D Covey
- Department of Biochemistry and Molecular Biology, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
| |
Collapse
|
47
|
Alonso G, Schroeder KT. Applying active learning in a virtual classroom such as a molecular biology escape room. Biochem Mol Biol Educ 2020; 48:514-515. [PMID: 32812701 DOI: 10.1002/bmb.21429] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/18/2020] [Revised: 07/14/2020] [Accepted: 07/22/2020] [Indexed: 06/11/2023]
Abstract
The transition to remote-teaching online for Molecular Biology has forced active learning exercises like Escape Rooms to also move online. In the past, Escape Rooms have been an effective tool for students to help reinforce concepts they learned in Molecular Biology. We propose that there is a way for Escape Rooms to be moved to an online setting and still be an effective avenue for students to learn the material in a fun and interactive way.
Collapse
Affiliation(s)
- Gabriela Alonso
- Burnett School of Biomedical Sciences, College of Medicine, University of Central Florida, Orlando, Florida, USA
| | - Kersten T Schroeder
- Burnett School of Biomedical Sciences, College of Medicine, University of Central Florida, Orlando, Florida, USA
| |
Collapse
|
48
|
Kanapeckas Métris KL. Activities and assessment solutions for students in advanced molecular genetics and biochemistry to direct and engage with public communication in an online environment. Biochem Mol Biol Educ 2020; 48:439-441. [PMID: 32615641 DOI: 10.1002/bmb.21389] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2020] [Revised: 05/07/2020] [Accepted: 05/18/2020] [Indexed: 06/11/2023]
Abstract
Apart from classroom presentations to their instructors and peer groups, STEM students have limited opportunities or encouragement to engage in guided communication of scientific concepts to others (family, friends, or the general public). A critical need exists for accurate, comprehensible science to be disseminated to these groups. To develop student proficiency in communication of complex biomolecular concepts impacting diverse audiences, I introduce learning approaches and assessments easily adapted to fit the needs of individual instructors and any molecular biology or biochemistry laboratory or lecture course in a remote/online environment. To help students develop an appreciation of the needs of different audiences and the nuanced drivers of clear communication, I provided them the choice of projects of similar length: Option (1) Create a scientific news release and short podcast or video clip newscast describing a recent advancement in understanding the molecular/biochemical basis of a disease; or Option (2) Create a lesson plan and mini-video designed to teach a simple biochemical or molecular mechanism of disease with learning objectives, a brief activity, and appropriate assessment mechanisms. Students who chose the scientific news release/newscast activity distilled complex biomolecular concepts using the 5 W's of journalism-who, what, where, why, when-and learned to accurately communicate the relevance of advanced scientific discoveries and recent events for a broader audience. Students who chose the lesson plan designed activities centered on biomolecular science concepts that build upon what their audience already knows, revealing possibilities for undergraduates to contribute to educational outreach to secondary school teachers and classes.
Collapse
|
49
|
Chandrasekaran AR. Transitioning undergraduate research from wet lab to the virtual in the wake of a pandemic. Biochem Mol Biol Educ 2020; 48:436-438. [PMID: 32604474 PMCID: PMC7361379 DOI: 10.1002/bmb.21386] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Revised: 05/06/2020] [Accepted: 05/18/2020] [Indexed: 05/24/2023]
Abstract
The COVID-19 outbreak has shut down universities, and teaching faculty have moved to online classrooms to address students. This change has been supported by numerous online teaching tools and development of virtual classrooms. Undergraduate research programs in the sciences and biochemistry/molecular biology teaching labs, however, are affected by this change due to inaccessibility to laboratories. This communication outlines three concepts to engage undergraduate students who are involved in research: (a) remote data analysis, (b) literature review and science writing, and (c) science journal clubs.
Collapse
|
50
|
Mahaffey AL. Social distance teaching and learning: An online DNA nucleotide binding lab experience for health sciences and non-major students. Biochem Mol Biol Educ 2020; 48:506-508. [PMID: 32833286 DOI: 10.1002/bmb.21426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Accepted: 07/17/2020] [Indexed: 06/11/2023]
Abstract
DNA analysis is a common diagnostic tool in healthcare: ranging from microbial typing (e.g. DNA strands of viral, bacterial and even fungal pathogens), oncological screen (e.g. Breast cancer detection via DNA analysis of any BRCA gene mutations), genetic amniocentesis test (a medical technique used in determining chromosomal conditions such as down syndrome in the fetus) and a host of other medical diagnostics based on the knowledge of deoxyribonucleic acid (DNA) and the genetic information carried in this macromolecule. However, such a wide-range of medical diagnostic mechanisms using DNA begs the question: How much does the undergraduate health sciences and/or non-major students understand about the basic biochemical properties of DNA? Here, a virtual lab module was used (with the addition of Pre and Post Lab Questions and a Discussion Topic relating DNA to Healthcare) along with a learning management system, to help undergraduate health sciences students visualize the biochemical properties of DNA molecule, such as binding constant and Gibbs free energy of binding. This lab was adapted to offer a platform on which an Instructor can design steps for students to explore the DNA nucleotide binding module during a time in which social distance curricula is necessary.
Collapse
Affiliation(s)
- Angela L Mahaffey
- Marcella Niehoff School of Nursing, Loyola University Chicago, Chicago, Illinois, USA
| |
Collapse
|