Teaching Biochemistry in Context

Abstract

21st‐century biochemistry and molecular biology (BMB) education has recognized that the breadth of knowledge within the discipline is too expansive to expect students to retain the entirety of BMB content. Instead, BMB education has prioritized a competency‐based approach over a content‐focused curriculum. Examples of such demand include AAAS’s Vision and Change (https://visionandchange.org/) and ASBMB’s Foundational Concepts and Skills (https://www.asbmb.org/education/teachingstrategies/foundationalconcepts/). To meet the demand of a competency‐based curriculum, the sophomore‐level introductory biochemistry course at Juniata College uses as the primary course materials the scientific literature around a central theme (acetylcholine neurotransmission). The curriculum begins with a 16th‐century text and culminates in modern scientific work. Students work in teams to interrogate the scientific literature by (i) developing specific questions, (ii) using resources to find answers to those questions, (iii) communicating those answers with the peers in their team, and (iv) using the answers to interpret data and figures in the scientific papers. Attitudinal assessment of this social constructivist approach to BMB education revealed outcomes consistent with inclusivity and self‐efficacy, including gains in affect with respect to teamwork, curiosity, and scientific literacy. The narrative aspect of the course has led to several collaborative spin‐off projects including the translation of a 19th‐century medical text and an independent science education project. The design of this course stretches BMB education beyond the limits of traditional content acquisition and into new and exciting ways of engaging students and encouraging them to take control of their own education.