Commentary: Innovation in the biochemistry/molecular biology lab

Abstract

In 2009, we initiated this special section on innovative labs with the publication of four outstanding experiments for use in BMB courses [1], and it was continued in 2010 with another four experiments [2]. A primary goal for this series is to provide examples of projects describing lab activities based on modern themes presented in an innovative, engaging manner, preferably using student-centered learning styles such as problem-based learning (PBL), research-based learning, process oriented guided inquiry learning (POGIL), and others [3]. We seek, especially, manuscripts describing laboratory activities that use high impact educational practices. Among the activities that have been shown to enhance deep learning, several are regularly employed in student-centered laboratories including undergraduate research, writing-intensive courses, collaborative assignments and projects, and internships [4]. In actual practice, this means that students are actively involved in the following: the design and performance of an experiment, the collection and analysis of data, and final write-up and/or oral presentation of the experimental results. In this issue, we introduce the special lab series for 2011 with the four excellent articles listed below. In addition to the wide topical range of the articles, they are characterized by other diverse aspects. Diversity is seen in the level of students for which the experimental projects were written. One article is written for undergraduate medical students (the typical path for medical study outside the United States); another is for graduate students in BMB programs; a third is for advanced undergraduates and starting graduate students in BMB; finally, another article is for undergraduate majors that, with modification, may be used in the range of high school biology labs to advanced undergraduate labs. All eight of the articles in the first two years of the series were designed for undergraduate labs. Another example of diversity is the global regions from which the 2011 articles originated. Two are of international origin (Turkey and Brazil) and two are from the United States. All articles from previous years were from the United States. The global representation is especially encouraging, as it will truly serve our international audience of readers. We hope that instructors find the articles useful for their classes and pedagogically engaging for their students. Manuscripts and suggestions for future articles in the series are welcomed. Special study modules in a problem-based-learning medical curriculum: An innovative laboratory research practice supporting introduction to research methodology in the undergraduate curriculum. Gül Güner-Akdogan, Zahide Çavdar, Nilgün Yener, Tuncay Küme, Mehtap-Yüksel Egrilmez, and Halil Resmi. Department of Medical Biochemistry and Central Research Laboratory, School of Medicine, Dokuz Eylül University, Izmir, Turkey. A practical teaching course in directed protein evolution using the green fluorescent protein as a model. Roberto Ruller, Rafael Silva-Rocha, Artur Silva, Maria Paula Cruz Schneider, and Richard John Ward. Departamento de Química, Faculdade de Filosofia Cieˇncias e Letras de Ribeirão Preto, Universidade São Paulo, São Paulo, Brazil and Departamento de Genética, Laboratório de Polimorfismo de DNA, Universidade Federal do Pará, Campus Universitá rio do Guamá, Rua Augusto Correa 01, 66075-970 Belé m-PA, Brazil. From trace evidence to bioinformatics: Putting bryophytes into molecular biology education. Linda Fuselier, Azhar Bougary, and Michelle Malott. Department of Biosciences, Minnesota State University-Moorhead, Moorhead, MN 56563. A real-time and hands-on research course in protein purification and characterization: Purification and crystal growth of human inosine triphosphate pyrophosphatase. Jodi L. Kreiling, Kerry Brader, Carol Kolar, and Gloria E. O. Borgstahl. Department of Chemistry, University of Nebraska at Omaha, Omaha, NE 68182 and Eppley Institute for Research in Cancer and Allied Diseases, University of Nebraska Medical Center, Omaha, NE 68198.