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The ability to connect key concepts of biochemistry with clinical presentations is essential for the development of clinical reasoning skills and adaptive expertise in medical trainees. To support the integration of foundational and clinical sciences in our undergraduate health science curricula, we developed a small group active learning exercise during which interprofessional groups of students use clinical cases to explore the biochemistry, diagnostic strategy, and evidence-based treatment options of inborn errors of metabolism (IEM). We designed multistage learning modules consisting of (1.) low-fidelity case simulations of pediatric patients presenting with IEMs, (2.) guided group discussions on clinical biochemistry, differential diagnoses, and diagnostic strategies, (3.) oral presentations of clinical reasoning strategies, and (4.) discussion of relevant evidence-based medicine topics related to the cases. These modules Scientific Knowledge Integrated in Patient Presentations (SKIPPs) were added to a first-semester foundational sciences course serving five health professions programs. The assessment of learning outcomes by students and faculty shows that SKIPPs sessions are well-received activities that significantly improve trainees' ability to integrate foundational science concepts into clinical scenarios, to practice interprofessional teamwork and to develop clinical reasoning skills., (© 2024 International Union of Biochemistry and Molecular Biology.)

Immersive virtual reality (IVR) simulations for education have been found to increase affective outcomes compared to traditional media, but the effects on learning are mixed. As reflection has previously shown to enhance learning in traditional media, we investigated the efficacy of appropriate reflection exercises for IVR. In a 2 × 2 mixed‐methods experiment, 89 (61 female) undergraduate biochemistry students learned about the electron transport chain through desktop virtual reality (DVR) and IVR (media conditions). Approximately, half of each group engaged in a subsequent generative learning strategy (GLS) of teaching in pairs (method conditions). A significant interaction between media and methods illustrated that the GLS of teaching significantly improved transfer (d = 1.26), retention (d = 0.60) and self‐efficacy (d = 0.82) when learning through IVR, but not DVR. In the second part of the study, students switched media conditions and the experiment was repeated. This time, significant main effects favoring the IVR group on the outcomes of intrinsic motivation (d = 0.16), perceived enjoyment (d = 0.94) and presence (d = 1.29) were observed, indicating that students preferred IVR after having experienced both media conditions. The results support the view that methods enable media that affect learning and that the GLS of teaching is specifically relevant for IVR. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Laboratory classes are a central element of all biochemistry and molecular biology programs. These play a role in developing students' hands‐on and technical skills and also offer much more. The design of laboratory classes depends on many factors including the programs the students are enrolled in, the level they are at, employment destinations, and learning outcomes. This conference session considered the design and outcomes of laboratory experiences for undergraduate students. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Biochemistry is about structure and function, but it is also about data and this is where computers come in. From my time as a graduate student and post doc, whenever I encountered data I thought, "I can work this up by hand, but I think a computer could do a better job." Since that time, I have been working at the interface of biochemistry and computers, by attracting talented students and collaborating with colleagues with complementary skills. This has resulted in several exciting projects: a simulation of 2D electrophoresis and tandem mass spectrometry, the human visualization project, and two different programs that enable biochemists to search protein structures for enzyme active sites: ProMOL (promol.org) and Moltimate (moltimate.appspot.com). The human side of software development for education involved finding the right students and colleagues, communicating effectively across disciplines, building and managing effective teams and the importance of serendipity throughout the process. [ABSTRACT FROM AUTHOR]

One of the most important skills for a biochemist these days is to be able to visualize a protein, find a ligand binding site, and show the three-dimensional interactions with the coordinated amino acid residues. It is important to educate a modern student how to benefit from the up-to-date scientific data and software. It is known that the primary structure of protein is of primary information content; however, the tertiary structure is more conserved. Biochemistry students are educated in a traditional way giving an importance to developing fundamental skills as well as critical thinking. In this article, we demonstrate educational approaches that incorporate computational methods in the course Biochemistry A–CHEM 370. This approach is developed at Loyola University Chicago and is based on a pedagogical method developed at Orenburg State Medical University. [ABSTRACT FROM AUTHOR]

Innovation in assessment of STEM (science, technology, engineering, and mathematics) courses in subjects such as biology and biochemistry is a widely discussed topic. We report the use of a novel, research-integrated course assessment designed to increase students' self-motivation and improve their learning outcomes. We encouraged submissions to peer-reviewed journals, supported by stepwise supervision on writing by the instructor, which led to possible publication of some student-written articles. We compared the results from two classes in 2015 and 2016, assessing the quality of the published articles on the basis of journal impact factor, journal Scopus score, and number of citations of each article, using supervised assignments to fulfill this goal. Assessment of research-integrated biology learning via potential publishing may motivate students to actively learn a biochemistry topic and encourage early-career professional development. [ABSTRACT FROM AUTHOR]

This article examines how the organizational capabilities of academic spin-off firms in new industries are shaped by the organization of the research communities in universities from which these spin-off firms emerge. Contrasting the organization of research in the biochemistry departments of the University of California at Berkeley (Berkeley), Stanford University (Stanford), and the University of California at San Francisco (UCSF) and key biotech firms spun-off from these departments, this article attempts to explain the central role UCSF scientists played in comparison with their Berkeley and Stanford counterparts, in the formation and development of the biotech industry in the San Francisco region during the late 1970s and early 1980s. It is demonstrated how the research environment at UCSF during this period positioned UCSF scientists comparatively well to identify in the context of their research new technological opportunities in therapeutic product markets and pursue these opportunities in the industrial research environment of the biotech industry. Finally, drawing parallels between this study on the role of UCSF in the formation of the San Francisco biotech industry and other studies on the role of Stanford in the formation of the Silicon Valley high-tech electronics industry, this article attempts to infer some general insights into the institutional dynamics that give rise to new science-based industries. [ABSTRACT FROM AUTHOR]

Innovations in medical education, including the integration of narrative-based tales, are transforming the way complex biochemical concepts are taught and understood. In this "Idea to Explore", the essence of integrating tales that personify molecules and depict biochemical processes as engaging stories to enhance student engagement, promote active learning, and improve knowledge retention is discussed. It also explores the effectiveness of scientific discovery games and traditional scientific stories in deepening students' interest in biochemistry. Highlighting the potential of narrative methods to make biochemistry more accessible and engaging, educators are encouraged to adopt creative teaching tools that promote critical thinking, problem-solving, and communication skills, thereby inspiring active participation, and lifelong learning in biochemistry., (© 2024 International Union of Biochemistry and Molecular Biology.)

Electron transport chain and oxidative phosphorylation are always a challenging topic for students studying metabolism. We had adopted blended learning in metabolism teaching and evaluated the learning experiences of students. In this project, a pre-class learning aid the Story Mode and a post-class learning aid the Revision Mode in the Powerland was developed that facilitated students learning electron transport chain and oxidative phosphorylation. In the Story Mode, pathways were presented by short animations and simplified diagram that allowed students to understand basic concepts and recall simple facts of the topic. Students were asked to watch the animations before class to acquire lower level of cognitive learning first, and this facilitated students in understanding more complicated concepts later on during class. Another challenge that students faced was that they were especially weak at integrating metabolic pathways and understand the relationships between these pathways. A metro map was designed in the Revision Mode that aided students in knowledge integration, and the functions of biomolecules were summarized in flashcards that helped students in revising the concepts. This interactive self-learning tool was packaged as a courseware using the Articulate Storyline., (© 2024 International Union of Biochemistry and Molecular Biology.)

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., (© 2023 The Authors. Biochemistry and Molecular Biology Education published by Wiley Periodicals LLC on behalf of International Union of Biochemistry and Molecular Biology.)

Course-based Undergraduate Research Experiences (CUREs) integrate active, discovery-based learning into undergraduate curricula, adding tremendous value to Biochemistry and Molecular Biology (BMB) education. There are multiple challenges in transforming a research project into a CURE, such as the readiness of students, the time commitment of the instructor, and the productivity of the research. In this article, we report a CURE course developed and offered in the University of Massachusetts Amherst BMB Department since 2018 that addresses these challenges. Our CURE focuses on fungal effectors which are proteins secreted by a destructive pathogenic fungus Fusarium oxysporum, one of the top five most devastating plant pathogens. By studying this group of proteins, students are connected to real-world problems and participate in the search for potential solutions. A 3-week "standard Boot Camp" is implemented to help students familiarize themselves with all basic techniques and boost their confidence. Next, molecular cloning, a versatile technique with modularity and repeatability, is used as the bedrock of the course. Our past 5 years of experience have confirmed that we have developed a novel and feasible CURE protocol. Measurable progress documented by students who took this course includes stimulated active learning and increased career trajectory to pursue hypothesis-based research to address societal needs. In addition, data generated through the course advance ongoing lab research. Collectively, we encourage the implementation of CURE among research-intensive faculty to provide a more inclusive research experience to undergraduate students, an important element in predicting career success., (© 2023 The Authors. Biochemistry and Molecular Biology Education published by Wiley Periodicals LLC on behalf of International Union of Biochemistry and Molecular Biology.)

This research reports on implementing the integrated laboratory work to achieve effective learning in the biochemistry course. The integrated laboratory work includes three stages: pre-laboratory, lab work, and post-laboratory. In other words, the three stages include planning, implementing, and evaluating investigation activities in the laboratory. The research design used was a posttest control group design consisting of a control and an experimental group. There were 67 students as respondents, who were divided into control (N = 33) and experimental (N = 34) groups. Practical skills were measured using an assessment rubric with the involvement of the observer. The categories of practical skills measured were procedural skills, observation skills, interpretation skills, and reporting skills. Attitude toward biochemistry was measured using a questionnaire with five Likert scales. The indicators of attitudes toward biochemistry used were liking for a biochemistry theory lesson, liking for biochemistry laboratory work, evaluative beliefs about biochemistry, and behavioral tendencies to learn biochemistry. The influence of the implementation of the integrated laboratory work on the students' practical skills and attitudes toward biochemistry was analyzed using MANOVA. The research result shows that implementing the integrated laboratory work improves students' average scores in practical skills and attitudes toward biochemistry. All the practical skills and attitudes categories in the experimental group have a higher score than those in the control group. The reason is that the work of the integrated laboratory can prepare students to conduct better investigations in biochemistry laboratory work., (© 2023 International Union of Biochemistry and Molecular Biology.)

A major goal of education is to help students retain as much meaningful information as possible for long periods of time. The learning process by which students acquire new knowledge and behaviors is closely related to memory, which is the core of cognition. In a previous study, we developed virtual reality visualization model (VRVM) that can be applied to address difficulties with learning medical biochemistry. Validation and evaluation studies are necessary to assess the usefulness of VRVM. The purpose of the present study is to apply VRVM and evaluate its effectiveness in a real educational environment. We modeled and verified the concept of spatiotemporality of information obtained through VRVM, which augments memories in linkage with hippocampal-centered networks while helping students to transition to higher-order thinking. The effectiveness of VRVM of the tricarboxylic acid (TCA) cycle, an onerous topic for medical students, was compared with that of traditional educational methods. The experimental group used VRVM to learn the TCA cycle, while the control group learned from PowerPoint (Microsoft Co., Redmond, WA, USA) presentations using 2-dimensional (2D) diagrams. Evaluations of short-term and long-term memory indicated that learning using VRVM was more effective than learning through traditional lecture-based methods, and that VRVM resulted in better recall compared to traditional methods. Our findings suggest that VRVM can be applied when teaching students about the complicated TCA cycle, and that it helps medical students to improve their recall of carbohydrate metabolism in the context of medical biochemistry studies. [ABSTRACT FROM AUTHOR]

This laboratory experiment describes the production and purification of plasmid DNA for undergraduate biochemistry and biotechnology courses. This experiment performed in a one‐week period includes the protocols for plasmid pVAX1‐LacZ production in Escherichia coli DH5α cells and subsequent purification of supercoiled pVAX1‐LacZ. Firstly, the students use a growth medium that favors the replication of the plasmid resulting in a higher plasmid production during exponential growth. Afterwards, alkaline lysis is done to disrupt the bacterial cells and recover pVAX1‐LacZ plasmid. Lastly, they perform the purification of pVAX1‐LacZ supercoiled isoform by L‐histidine chromatography, followed by agarose gel electrophoresis to characterize the separation of supercoiled isoform from contaminants. The proposed experiment provides an opportunity for students to acquire these skills that are routinely used in biochemistry and biotechnology laboratories. © 2019 International Union of Biochemistry and Molecular Biology, 47(6):638–643, 2019. [ABSTRACT FROM AUTHOR]

Background: Medical school curriculums are not standardized in Turkey and around the world, which results in great diversity in education. National Core Education Program (NCEP) has been prepared as a frame program and the aim of the program is to train medical doctors with basic abilities. Objective: The objective of this work is to compare biochemistry curriculum based on NCEP among medical schools in Turkey. Materials and methods: Twelve-question long survey was prepared. Sixty-nine out 84 medical schools were participated the study using 2017-2018 curriculum data. Biochemistry curriculums of medical schools are compared based on NCEP 2014. Results: Number of biochemistry hours and content of the lectures varies among medical schools. While biochemistry was intensely studied in the first and second years of the education program, biochemistry hours and number of universities offering biochemistry have dramatically decreased after the second year. Clinical biochemistry questions had lower positive response. Accredited medical schools include NCEP subjects in their curriculum in higher ratio than the unaccredited ones. Conclusion: Biochemistry curriculum shows variation among medical schools. Addition of clinical biochemistry beyond second year would improve NCEP adaptation. Multidisciplinary approach and vertical integration should be employed to improve quality of medical education. [ABSTRACT FROM AUTHOR]

The bibliometric analysis of the Brazilian periodical Journal of Biochemistry Education (JBE) covered the 117 articles published in 15 volumes in the period 2001–2017. Our results showed a positive trend in JBE publications with a significant increase in the number of articles since 2014, which can be related to the increase in research groups working in this area. The Southeast region of Brazil was the most productive one mainly due to the contribution of papers from institutions located in the State of São Paulo. Only four articles aimed the undergraduate courses (87.0%) showing methodological approaches to teach biochemistry (51.3%) and laboratory exercises (18.8%) among others. Most of the 332 authors contributed to a single article (87.7%) and just 3% of them published more than twice in JBE. The majority of the JBE articles had at least one citation in Google Scholar. There is also a great variety in the references used by the authors. Our analysis showed that JBE is an important peer reviewed publication aimed to improve teaching and learning of Biochemistry in Brazil. © 2019 International Union of Biochemistry and Molecular Biology, 47(3):249–256, 2019. [ABSTRACT FROM AUTHOR]

The computer game Foldit is currently widely used as a biology and biochemistry teaching aid. Herein, we introduce a new feature of Foldit called "custom contests" that allows educators to create puzzles that fit their curriculum. The effectiveness of the custom contests is demonstrated by the use of five distinct custom contests in an upper‐level biochemistry class. The new custom contest feature can be implemented in classes ranging from middle school to graduate school to enable educators to best complement their current curriculum. © 2019 International Union of Biochemistry and Molecular Biology, 47(2): 133–139, 2019. [ABSTRACT FROM AUTHOR]

A homologous pair of stereospecific NAD‐dependent enzymes, (R)‐ and (S)‐hydroxypropyl‐coenzyme M dehydrogenase, are part of a bacterial pathway of short‐chain alkene and epoxide metabolism. Their discovery and study, which spans multiple publications over more than a decade, is a data rich story that combines both classical and contemporary experimental biochemistry. A subset of the data for characterization of the recombinant enzymes was used as a case study to augment the teaching of enzyme kinetics and stereoselectivity in an undergraduate biochemistry course at California State University‐Chico. © 2018 International Union of Biochemistry and Molecular Biology, 47(2): 124–132, 2019. [ABSTRACT FROM AUTHOR]

This article aims to report the process of construction and content elaboration of the course entitled "Connecting the PPG Biochemistry to Basic Education: From Laboratories to School", promoted by UFRGS PPG Biochemistry, and to highlight some reports of students regarding changes in perception for training as graduate students. Method: Experience report based on the course summary. Content Analysis of students' perception regarding the activities performed in the course. The students' data were obtained through a questionnaire. Results: The creation of the discipline arose from the need to enable new experiences for postgraduate students, as well as to share knowledge acquired in research laboratories with the school community, strengthening the ties between the University and society. Regarding the students' perception, the answers indicate that the discipline contributed significantly to change their perceptions about the postgraduate performance in basic education and didactic transposition, as well as the importance of scientific diffusion to society and to your formation. Conclusion: The activities of the course promoted a link between the Graduate Program and Basic Education through the dissemination of scientific knowledge. [ABSTRACT FROM AUTHOR]

This laboratory activity was designed to strengthen our Food and Nutritional Science students' knowledge of biochemistry concepts and the relationship between these concepts and food science. The result was a laboratory experience in which biochemistry concepts are taught using yogurt as a model, in order to link those concepts to food safety, an important area of food science. The students employed a colorimetric method to measure the lactase activity of bacterial strains found in commercial yogurts and were encouraged to relate the activity to bacterial lactic acid production, fermentation, and food safety. Students were assessed with pre‐ and post‐test exams, laboratory reports, class performance rubrics, and the Intrinsic Motivation Inventory (IMI). The result demonstrated that the students successfully completed the learning objectives and were motivated during the activity. This exercise could be used as a template for a simplified and engaging way to introduce food science majors, as well as other students, to complex biochemistry and molecular biology concepts using food, particularly yogurt, as a model. [ABSTRACT FROM AUTHOR]

The concepts of phospholipase activity is often taught in undergraduate biology and biochemistry classes and reinforced in laboratory exercises. However, very rarely does the design of these exercises allow students to directly gain experience in the use of modern instruments such as digital imaging systems and fluorescence spectrophotometers. The laboratory exercise described here involves the use of fluorescent lipids to evaluate phospholipase activity. Students use thin layer chromatography (TLC) to understand how lipids change under different conditions (i.e. abiotic and biotic stress). They explore strategies to separate, visualize and quantify lipids by TLC, digital imaging, and fluorometry. They also have increased opportunities for hands‐on practise with experimental design, liposome sample preparation, and implementation of instrumentation commonly used by experienced researchers; all while learning and applying fundamental concepts about lipids. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):100–105, 2018. [ABSTRACT FROM AUTHOR]

Computational techniques have great potential to improve the teaching‐learning. In this work, we used a computational strategy to visualize three‐dimensional (3D) structures of proteins and DNA and help the student to comprehend biochemistry concepts such as protein structure and function, substrate, and inhibitors as well as DNA structural features. The practical classes included tutorials to be done in the computer using structures from Protein Data Bank and a free 3D structure visualization software, Swiss PDB Viewer. The activity was done with 76 students from biology and pharmacy undergraduate courses. Questionnaires were administered to evaluate the knowledge regarding specific biochemistry contents before and after the activity and the opinion of the students. An overall increased percentage of correct answers post‐classes (75.91%) were observed in comparison to pre‐classes (35.53%). All the students indicated that it could contribute to the learning of DNA and protein structure contents; approximately 90% stated that it enables structures visualization or makes the learning and understanding easier. Therefore, the strategy has shown to be effective, allowing the contextualization of biochemistry themes and may complement theoretical classes. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):76–84, 2018. [ABSTRACT FROM AUTHOR]

Team based learning (TBL) is a time tested teaching–learning (T–L) tool involving collaborative learning but has hardly been tested for teaching clinical biochemistry to undergraduate medical students. The present study was designed to (a) compare problem solving skills of first year MBBS students after attending a TBL session on 'organ function test' with that of the students taught the same topic by didactic lecture, (b) assess their perception towards TBL and (c) evaluate if difference in academic standing and gender influence the learning outcome of TBL.One Hundred first professional MBBS students were divided by stratified randomization into two groups. Group I was exposed to TBL to teach 'organ function tests', while group II was taught the same topic by traditional lecture. The outcome of the T–L sessions was assessed by a test for problem solving skills. Student perception towards TBL was assessed from students' response to a questionnaire. No significant difference between the two groups in problem solving skills could be discerned. High achievers performed better after TBL session, while the low achievers were more benefited by traditional lecture method. The female students showed better academic performance after TBL in comparison to male students. The students gave positive feedback for TBL as an instructional technique. We conclude that TBL gives satisfaction, is not inferior to lecture in effectiveness and hence should be used as a T–L method for undergraduate medical students. Moreover, being more effective for female students and high achievers, it is judicious to utilize TBL more frequently for them in an attempt to provide the best individualized teaching. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):58–66, 2018. [ABSTRACT FROM AUTHOR]

Enzyme kinetics is an essential topic in undergraduate Biochemistry courses. A laboratory work that covers the principal basic concepts of enzyme kinetics in steady state is presented. The alkaline phosphatase catalyzed reaction of phenyl‐phosphate hydrolysis was studied as a model. The laboratory experience was designed to reinforce the concepts of initial velocity dependence on substrate and enzyme concentration, and to highlight the importance of the accurate determination of initial reaction rate. The laboratory work consists in two parts, in which students first determine the enzyme concentration and the time to be used in the following session to obtain the kinetic parameters (KM and Vmax) by non‐lineal fitting of the Michaelis–Menten equation to the initial velocity dependence with substrate concentration results. The experimental methodology is robust, the cost per student is low and the equipment and reagents used are of easy access. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):93–99, 2018. [ABSTRACT FROM AUTHOR]

Understanding redox reactions in biochemistry requires a clear grasp of three definitions: electron exchange, oxidation number, and oxygen atom insertion. Here, the electrochemical cell is explained for redox‐active ions, introducing a new comparison between the measurement of midpoint potential and the measurement of initial velocity for enzymes. Oxygen atom insertion is shown to be of use in readily classifying oxidation states. Finally, the use of several of these ideas is combined into an explanation of proton motive force development in the mitochondrial respiratory chain. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):25–28, 2018. [ABSTRACT FROM AUTHOR]

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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. [ABSTRACT FROM AUTHOR]

Background: Traditional problem-based learning (PBL) relying on tutored learning in small groups is very resource-intensive. Little is known about the benefits of PBL in a large classroom setting. This paper introduced a PBL case into the traditional didactic biochemistry course and investigated the acceptability of total online or partial online PBL in a large classroom setting introduced during the coronavirus pandemic., Methods: The students were allocated into either total online Group 1, partial online Group 2, or partial online and with poorer academic performance Group 3. A questionnaire comprising of 8 closed-ended questions and 2 open-ended questions and final exam performances were used to evaluate the acceptability of total online or partial online PBL in a large classroom setting. The 8 closed-ended questions were analysed by the Kruskal-Wallis test or chi-square tests. The word cloud analysis of the 2 open-ended questions were conducted by Wenjuanxing. Students' performances in the final examination were analysed by One-way Anova., Results: Both total online and partial online PBL were rated highly by the students. Overall, there were no significant differences in the effectiveness evaluation of PBL between Group 2 and Group 3. There were no significant differences in final exam performances between Group 1 and Group 2. However, Group 1 rated the effectiveness of PBL much higher than Group 2 and 3. Word cloud analysis of the 2 open-ended questions showed students' positive perspectives of PBL. In biochemistry teaching, from the perspective of the students, the expected optimal number of useful PBL cases might be 2., Conclusions: Both total online and partial online PBL in a large classroom setting were widely accepted as a beneficial supplement to traditional biochemistry classes., (© 2023. The Author(s).)

An understanding of structure-function relationships in proteins is essential for modern biochemical studies. The integration of common freely accessible bioinformatics tools available online with the knowledge of protein-engineering tools provide a fundamental understanding of the application of protein structure-function for biochemical research. In order for students to apply their prior knowledge of recombinant protein technology into the understanding of protein structure-function relationships, we developed a semester-long project-oriented biochemistry laboratory experience that is the second laboratory course of a series. For easier integration of knowledge and application, we organized this course into four sequential modules: protein structure visualization/modification, mutagenesis target identification, site-directed mutagenesis, and mutant protein expression, purification, and characterization. These tasks were performed on the protein small laccase (SLAC) that was cloned and characterized by students in the previous semester during the first biochemistry laboratory course of the series. This goal-oriented project-based approach helped students apply their prior knowledge to newly introduced techniques to understand protein structure-function relationships in this research-like laboratory setting. A student assessment before and after the course demonstrated an overall increase in learning and enthusiasm for this topic., (© 2023 International Union of Biochemistry and Molecular Biology.)

The rapid development and popularization of smart phones and mobile internet has created a new social lifestyle, and correspondingly prompts the transformation of network teaching from desktop computer to mobile teaching. This article has compared the pros and cons of Tsinghua Education Online and WeChat official account (WOA) in fulfilling teaching functions. We also described the construction of WOA platform with the example of WOA‐based teaching in biochemistry and molecular biology. The platform can establish nearly 75 menu catalogs and 2,250 items, which is capable for the publication of any types of teaching materials and information. The WOA teaching is well accepted and becomes popular in China due to the free, interactive, attractive, adaptable, portable, sustainable, and more participatory teaching styles. © 2018 International Union of Biochemistry and Molecular Biology, 46(5):555–560, 2018. [ABSTRACT FROM AUTHOR]

Several course‐based undergraduate research experiences (CUREs) have been published in the literature. However, only limited attempts have been made to rigorously identify the discovery‐type research abilities that students actually develop during such experiences. Instead, there has been a greater focus on technical or procedural‐type knowledge or general CURE skills that are too comprehensive to effectively assess. Before the extent of discovery‐type learning outcomes can be established in students (termed verified learning outcomes or VLOs), it is important to rigorously identify the anticipated learning outcomes (ALOs) and to then develop student assessments that target each ALO to reveal the nature of such student learning. In this article we present a matrix of 43 ALOs, or course‐based undergraduate research abilities (CURAs), that instructors anticipate students will develop during a recently‐developed biochemistry CURE focusing on the prediction of protein function from structure. The CURAs were identified using the process for identifying course‐based undergraduate research abilities (PICURA) and classified into seven distinct themes that enabled the characterization of the CURE and a comparison to other published inventories of research competencies and CURE aspects. These themes and the CURE protocols aligning to the CURAs were used to form the ALO matrix that was, in turn, used to inform the design of an assessment that revealed evidence that a student had developed some of the targeted CURAs. Future research will focus on further assessment development that targets other identified CURAs. This approach has potential applications to other CUREs both in biochemistry and other science disciplines. © 2018 International Union of Biochemistry and Molecular Biology, 46(5):478–492, 2018. [ABSTRACT FROM AUTHOR]

Threshold concept theory can identify transformative concepts in disciplinary communities of practice, making it a useful framework pedagogically for scholars of academic literacies. Although researchers have studied how to teach threshold concepts and how students have taken up these concepts in learning to write, few have looked at two aspects that are particularly important for students placed into basic writing: threshold concepts of reading and questions of learning transfer. Taking an epistemological approach to disciplinary literacies, I used case study research to trace the changing reading and writing practices of Bruce, a basic writing and first-generation college student, during his first year of college as he moved from a basic reading course into biochemistry. Bruce leveraged audience awareness to write rhetorically and to comprehend difficult texts written for professional biochemistry researchers. Findings show that audience awareness is a threshold concept of reading, one that transforms academic literacy practices and that furthers identity in disciplinary communities of practice. These findings support the teaching of audience awareness in secondary and postsecondary classrooms, but they also demand that we recognize the additional work basic writing students, like Bruce, must do to establish agency in a system that has labeled them underprepared. [ABSTRACT FROM AUTHOR]

The implementation of KKNI curriculum in Indonesia requires meaningful learning-so does the biochemistry learning. In the mean time, biochemistry learning is constrained by the fact that its implementation and assessment have yet to be integrated with classroom learning and laboratory works. The Orientation/Decision/Do/Discuss/Reflect (OD3R) method seeks to integrate the elements and makes biochemistry learning meaningful. The implementation of the OD3R method in 4 universities in Indonesia (N = 216) shows that this method can help students to integrate information obtained from lectures by writing good laboratory reports, improve practical skills, and improving students' scientific attitudes. Each stage in the OD3R method meets cognitive, affective, and psychomotor domains in the biochemistry learning. More details on the OD3R method and its assessment are described in this paper. [ABSTRACT FROM AUTHOR]

Abstract: Determination of thermostability of enzymes is of prime importance for their successful industrial applications and, yet, the published data has often been incompletely analyzed to assess the suitability of enzymes. It is possible to determine meaningful thermostability parameters from the routinely acquired data through a straightforward method that is not only more informative but also provides a means to compare thermostability of enzymes from different sources. Here, we describe a simple, effective, and economical way to determine enzyme thermostability. In our opinion, including this method in Biochemistry and Molecular Biology curricula will encourage students to include thermostability analysis in their future work, leading to a more meaningful approach to evaluate and compare enzymes. Furthermore, as the method requires minimum specialized equipment, the analysis will be particularly suitable for labs that cannot afford expensive setup. © 2018 by The International Union of Biochemistry and Molecular Biology, 46:398–402, 2018. [ABSTRACT FROM AUTHOR]

Abstract: Disciplines such as Biochemistry and Molecular Biology, which involve concepts not included in the high‐school curriculum, are very challenging for many first year university students. These subjects are particularly difficult for students accustomed to surface learning strategies involving memorization and recall of facts, as a deeper understanding of the relationship between concepts is needed for successful transfer to related areas and subsequent study. In this article, we explore an activity in a very large first year Molecular Biology course, in which students create multiple‐choice questions related to targeted learning outcomes, and then answer and evaluate one another's questions. This activity encompasses elements of both self‐ and peer‐assessment and the generative tasks of creating questions and producing written feedback may contribute to a deeper understanding of the material. We make use of a free online platform to facilitate all aspects of the process and analyze the effect of student engagement with the task on overall course performance. When compared to previous semester's cohorts, we observe a pronounced improvement in class performance on exam questions targeting similar concepts to the student‐generated questions. In addition, those students that engage to a greater extent with the activity perform significantly better on the targeted exam questions than those who are less active, yet all students perform similarly on a set of isolated control questions appearing on the same exam. © 2018 by The International Union of Biochemistry and Molecular Biology, 46:306–317, 2018. [ABSTRACT FROM AUTHOR]

There is a great need for development of educational materials on the transfer of current bioinformatics knowledge to undergraduate students in bioscience departments. In this study, it is aimed to prepare an example in silico laboratory tutorial on the topology prediction of membrane proteins by bioinformatics tools. This laboratory tutorial is prepared for biochemistry lessons at bioscience departments (biology, chemistry, biochemistry, molecular biology and genetics, and faculty of medicine). The tutorial is intended for students who have not taken a bioinformatics course yet or already have taken a course as an introduction to bioinformatics. The tutorial is based on step-by-step explanations with illustrations. It can be applied under supervision of an instructor in the lessons, or it can be used as a self-study guide by students. In the tutorial, membrane-spanning regions and α-helices of membrane proteins were predicted by internet-based bioinformatics tools. According to the results achieved from internet-based bioinformatics tools, the algorithms and parameters used were effective on the accuracy of prediction. The importance of this laboratory tutorial lies on the facts that it provides an introduction to the bioinformatics and that it also demonstrates an in silico laboratory application to the students at natural sciences. The presented example education material is applicable easily at all departments that have internet connection. This study presents an alternative education material to the students in biochemistry laboratories in addition to classical laboratory experiments. [ABSTRACT FROM AUTHOR]

Successful learning of biochemistry requires students to engage with the material. In the past this often involved students writing out pathways by hand, and more recently directing students to online resources such as videos, songs, and animated slide presentations. However, even these latter resources do not really provide students an opportunity to engage with the material in an active fashion. As part of an online introductory metabolism course that was developed at our university, we created a series of twelve online interactive activities using Adobe Captivate 9. These activities targeted glycolysis, gluconeogenesis, the pentose phosphate pathway, glycogen metabolism, the citric acid cycle, and fatty acid oxidation. The interactive exercises consisted of two types. One involved dragging objects such as names of enzymes or allosteric modifiers to their correct drop locations such as a particular point in a metabolic pathway, a specific enzyme, and so forth. A second type involved clicking on objects, locations within a pathway, and so forth, in response to a particular question. In both types of exercises, students received feedback on their decisions in order to enhance learning. The student feedback received on these activities was very positive, and indicated that they found them to increase their confidence in the material and that they had learned the key principles of each pathway. [ABSTRACT FROM AUTHOR]

In 1972 Christian B. Anfinsen received the Nobel Prize in Chemistry for ". . .his work on ribonuclease, especially concerning the connection between the amino acid sequence and the biologically active conformation." The understanding of this principle is crucial for physical biochemistry students, since protein folding studies, bio-computing sciences and protein design approaches are founded on such a well-demonstrated connection. Herein, we describe a detailed and easy-to-follow experiment to reproduce the most relevant assays carried out at Anfinsen's laboratory in the 60s. This experiment provides students with a platform to interpret by themselves the structural and kinetic experiments conceived to understand the protein folding problem. In addition, this three-day experiment brings students a nice opportunity for protein manipulation as well as for the setting up of spectroscopic and chromatographic techniques. [ABSTRACT FROM AUTHOR]