A Case Study on Glucose Phosphate Isomerase Deficiency: An End of the Semester Review

Abstract

Problem based learning has been extensively used in medical and business schools ensuing enormous benefit for the students. However, science majors (biology and chemistry), destined to attend professional schools, have very little exposure to problem based learning in their regular science curriculum. The first semester biochemistry course at USC Upstate covers several new materials while developing on concepts already taught in general chemistry and biology courses. During the course of a semester, students often study materials in isolation without connecting them with each other. To assist students retain these concepts, a student‐centered activity has been designed to connect multiple biochemistry concepts into one intertwined case study, which is used as the end of the semester student‐led review session allowing students integrate research based data and concepts in the context of a real‐life scenario. The case describes an infant suffering from an inherited genetic disorder in glucose phosphate isomerase (GPI), which is supported by laboratory test results of the defective enzyme and research data on GPI. This end of the semester case study on GPI incorporates chemistry of water, nucleic acid chemistry, carbohydrate chemistry, metabolism and protein chemistry including isolation, characterization, enzyme kinetics and mechanism. Relating multiple concepts to one mutant enzyme involved in glycolysis not only allows students to appreciate how these concepts apply to real life problems but also to retain the material in the context of a biomedical problem. Students’ gain in knowledge is evaluated using pre‐tests, post‐tests and other assessments.