Using Elisa to Enhance The Biochemistry Laboratory Experience For Exercise Science Students

Abstract

BACKGROUND: Researching the effects of exercise on many health conditions requires the use of biochemistry laboratory techniques such as Enzyme Linked Immunosorbent Assay (ELISA). However, undergraduate Exercise Science programs often do not provide experiences in these kinds of biochemistry laboratory techniques. PURPOSE: This project evaluated undergraduate students’ knowledge of, experience with, and confidence in using biochemistry laboratory techniques before and after a laboratory exercise measuring salivary cortisol concentrations via ELISA. METHODS: As part of the laboratory sessions in an undergraduate Exercise Physiology class the students (n=113) provided saliva samples before and after 40 minutes of moderate intensity aerobic or resistance exercise. On another occasion, in groups of 2-4 students, the saliva samples were analyzed for cortisol concentrations using commercially available ELISA kits. Before and after the laboratory experience the students completed a survey regarding their knowledge of, experience with, and confidence in biochemistry laboratory techniques. RESULTS: 58% of the students completed the survey before and after the biochemistry laboratory experience. None of the students indicated any previous experience with or knowledge of what ELISA was, how to perform an ELISA, or what could be measured using ELISA. 62% of the students had never used a precision single or multichannel pipette, and 50% had no confidence, 26% had very low confidence, and 24% had moderate confidence in their ability to do so correctly. After the laboratory experience 100% of the students had used a precision single channel and multichannel pipette, and 30% had moderate confidence and 70% had high confidence in their ability to do so correctly. As part of an open ended question the students indicated that they enjoyed the experience and frequently commented that they “felt like a real scientist” as while performing the ELISA. CONCLUSION: While many exercise science students in an undergraduate exercise physiology class had no prior laboratory experiences using precision pipettes or other biochemistry techniques, a single laboratory exercise enhanced the students’ confidence in their ability to correctly use precision pipettes and enhanced their self-identification as exercise scientists.