Biochemistry Course Research Articles

Integrating hands‐on model building with graded online discussions to learn DNA structure‐function relationships in an upper level General Biochemistry course for majors

An active‐learning DNA structure/function exercise was undertaken in a 4000‐level majors biochemistry course. During the fourth in‐person class period of the spring 2020 semester majors enrolled in a three‐credit General Biochemistry course were asked to build a physical model of DNA consisting of one turn of the helix including 10 base‐pairs. Students were told to self‐associate into groups of six and each group was then instructed to build a specific base‐pair: 5 groups were assigned GC, 5 were assigned AT. Students were further instructed to divide the labor by partnerships, one to build a purine base, another to build the complementary pyrimidine, and the third to build the sugar‐phosphate. The class was provided with large bundles of six different brightly colored pipe‐cleaners, a bamboo skewer to use as an in‐plane scaffold for the base‐pairs, a large ring stand, and 10 perpendicular rod clamps. They were then given 10 minutes to build their respective base‐pairs then the last five minutes to work together as a class to assemble a single model. The instructor and many students photographed the model and uploaded image files to the online learning platform accompanied by the following prompt.“How much information can we obtain from the admittedly incomplete model we built in class today? Examine the photograph and see if you can decipher the sequence on the two strands. We know adenine is yellow, thymine is purple, guanine is orange, and cytosine is blue. If this sequence were part of a gene which amino acids might they encode? What information would help us answer these questions more precisely? Feel free to share any photos you took during class in replies to this post. You may opt‐out of any one of the next three weekly graded discussions by building your own improved, more beautiful model using the same starting materials for equal credit.”This exercise incorporates multiple active‐learning techniques simultaneously including elements of “think‐pair‐share” during the initial partnership phase, small group work during the assembly of the mononucleotides, and large group cooperation during final assembly of the model. The online follow‐up discussion and optional model‐refinement assignment allow individualized student‐driven engagement with the structure of DNA and how it works to store genetic information.Support or Funding InformationDepartment of Biochemistry College of Agriculture and Life Sciences at Virginia Polytechnic and State University (Virginia Tech)A single turn of the DNA double‐helix: a physical model cooperatively created by students in a 4000 level General Biochemistry course as part of an active‐learning exercise. Model built with large ring stand, 10 perpendicular rod clamps, brighlty‐colored pipe‐cleaners, bamboo skewers, and small plastic beads.Figure 1

Examining Curricular Trends in Introductory Biochemistry Courses at Large Universities

Current conversations in chemical education highlight the importance of student‐centered learning approaches and the need to implement such learning approaches in college classrooms. However, commentary and other conversations continue to suggest traditional lectures are predominantly used to teach biochemistry. The goal of this study was to determine curricular trends within introductory biochemistry courses at R1 institutions of higher education. By determining the current state of biochemistry education, strategies can be developed to promote student‐centered learning strategies, particularly in large lecture courses common in biochemistry at the introductory level. The primary focus of this study was to identify common teaching and learning strategies presented in course syllabi. Introductory‐level biochemistry syllabi were collected from 42 R1 institutions. All syllabi were approved by the American Chemical Society (ACS) or counted towards an ACS‐approved degree/program. Syllabi were assessed on course delivery methods, pedagogical strategies used within the course, forms of formative and summative assessment, activities to establish real‐world connections, and major topics presented to students. The results indicate that most courses were presented in a traditional lecture format with few integrating student‐centered strategies such as peer‐led team instruction. Similarly, few syllabi described instructional scaffolds used to construct real‐life connections with biochemistry content. Topics most frequently addressed in the courses included fundamental building blocks, biopolymers, and supramolecular structures. Not surprising was the ubiquitous use of large lecture‐style courses. Lecture has long been shown to be an efficient method of instruction that promote memorization of facts rather than cultivating complex understandings essential in problem‐solving. Results presented demonstrate the need for student‐centered strategies in biochemistry at R1 universities to promote deeper learning, develop critical thinking and problem‐solving skills, and foster connections between content and real‐world applications students could face in their future careers.

Teaching Biochemistry in Context

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.

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

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.

Using Edpuzzle as a Method to Improve Student Engagement and Performance in the Introductory Biochemistry Laboratory

Various engagement tools have been commonly used within biochemistry courses to increase student engagement and maximize student exposure to material within the time constraints of a class session. These time constraints also extend to the laboratory component of these courses which often leads to increased levels of anxiety for students. One method that has been used successfully in the past to increase student understanding and performance during laboratory experiments is the utilization of pre‐laboratory video lectures. While the use of pre‐laboratory videos has been shown to be beneficial for students, instructors often have no efficient way of assessing student understanding of the video content prior to the laboratory session. Edpuzzle is a free online service that allows for instructors to upload videos and incorporate questions into videos at various points within the video to assess student understanding. In an effort to increase student performance in an introductory biochemistry laboratory, edpuzzle was adapted to engage students with the material in preparation for the laboratory session. Prior to each laboratory session, students viewed an edpuzzle video and answered questions to assess their understanding of the experimental details and concepts that would be covered in the lab. Surveys were conducted to determine student satisfaction, learning outcomes, and level of anxiety associated with the laboratory as a result of using edpuzzle as a laboratory preparation tool. Students reported high satisfaction rates, increased confidence during laboratory experiments, and decreased anxiety about the laboratory overall. The results suggest that students viewed the edpuzzle application as a valuable component of their laboratory preparation routine. Due to the flexibility of edpuzzle, it can be adapted for use in other chemistry or biology laboratories at various levels. In addition, edpuzzle can also be used as a supplementary tool for expanding lecture content.Support or Funding InformationFlorida Southern College Department of Chemistry, Biochemistry, & Physics

Development of a hands‐on learning activity on potential DNA damage and skin cancer for a nursing biochemistry class

Skin cancer (basal cell carcinoma) is one of the most common forms of cancer in the US (about 4.3 million cases/year). Prolonged exposure to sunlight is one of the major causes of skin cancer due to mutations in the DNA. Ultraviolet‐B (UV‐B) radiations in the region of 290–320 nm of the solar spectrum are absorbed by basal keratinocyte cells resulting in mutated DNA leading to cancer. We developed a two‐part active learning experience for the nursing biochemistry class. Part I: In this activity, the relative intensity of UV radiation at 308 nm in the absence and presence of sunscreen was measured using a UVX Digital Radiometer‐UVX31 Sensor by first‐year nursing students in a biochemistry course at the Milwaukee School of Engineering (MSOE). A class of 20 students brought in their own commercially available sunscreens to class. Students tested the sunscreens’ ability to block the UVB light. A thin layer of sunscreen was applied to a plastic wrap sheet and placed between the UV source and the sensor. Students compared the intensity of the UV light (in mW/cm2) transmitted through an uncoated and coated plastic wrap. They then observed that different commercial sunscreens have different abilities to block UV light.DNA damage by UVB causes mutations due to the development of cyclobutane‐pyridine photodimers commonly recognized as thymine‐thymine (T‐T) dimers. Part II: Students made connections between the real‐life classroom activity performed in Part I and a three‐dimensional physical model of DNA segment (crystal structure source entries: ndb UD0053 or PDB 1SM5) showing the formation of the T‐T dimer using a hand‐held model and images. The model was constructed by 3D‐printing. Students were challenged to locate the T‐T dimers in the model and discuss the possible impact of the change in the DNA structure.The activity motivated the nursing biochemistry students and enhanced their learning experience with DNA mutations by directly relating it to everyday products such as sunscreens and a 3‐D model showing the biochemical DNA damage which could lead to skin cancer. Additionally, the two‐part activity enhanced one‐on‐one student‐faculty interactions in the classroom. In the future we plan to conduct an in‐depth quantitative educational study to understand the benefits of this active learning exercise as compared to traditional classroom instruction.Support or Funding InformationSummer professional development grant, Milwaukee School of Engineering, Milwaukee, WI. Center for BioMolecular Modeling (CBM), Milwaukee School of Engineering, Milwaukee, WI.

Gamification of General Education Science Courses for Online Delivery

Gamification is an approach to learning that has students participate in gaming style activities while engaging with the course material. While this can be readily implemented in face‐to‐face modalities, it can be more difficult to envision in an online course delivery. Here we examine this approach in two general education science courses that have been developed for online students. Each of these courses seek to empower students and give them a sense of autonomy and control of their learning “path”. Much like a choose your own adventure book, the students navigate their own way through each module, enabling them to take as much or as little time with each activity, as is appropriate to their individual learning styles. Gamified courses presented here include an evolution course and a biochemistry course focused on cooking. Game elements were used to present new material to students or for them to review content that they had already learned. Approaches that were effective (or not) are presented along with a discussion of challenges and how they were addressed throughout the course design process. Overall, the gamification has been well‐received by students, resulting in improved student evaluations and a reduction in DFW numbers for redesigned courses.

Team‐Based Learning (TBL) in upper‐division biochemistry: Identifying critical components for student learning

Team‐based Learning (TBL) is an evidence‐based instructional practice (EBIP) commonly used in medical biochemistry contexts that requires students to acquire basic content knowledge outside of class and then work in collaborative groups to apply, extend, and/or synthesize knowledge in class (Michaelsen et al. 2004). An instructional approach that can be traced back to the 1970s, the “key ingredients” of TBL are well established. TBL is comprised of a three‐step cycle beginning with an individual preparedness test, a collaborative group preparedness test, and application‐based team exercises. The instructional design is informed by several core principles that are used to prescribe how teams are formed, the readiness assurance process (i.e. individual and team readiness), provision of immediate feedback to teams, how to incentivize engagement, and the need for peer review. The efficacy of canonical TBL as compared to didactic instruction has been demonstrated in a variety of contexts (e.g. undergraduate STEM, medical school education). The fidelity with which instructors implement TBL as prescribed is variable (Haidet et al. 2014). Indeed, it is common, if not inevitable, for instructors to adapt instructional approaches in response to local contexts and conditions. Yet it is unclear from the literature how adaptations of canonical TBL affect learning outcomes. In this research, we adopt a fidelity of implementation (FOI) approach (Stains et al. 2017) to empirically determine the effects of adapting TBL on student learning in an upper‐division, two‐semester biochemistry course. Specifically, we report on the effects of adaptations of the team formation and readiness assurance processes on student performance as observed in a multi‐year study.

Implementing course‐embedded research projects in a large biochemistry lecture

The Biochemistry course at James Madison University is a one‐semester survey course covering everything from atoms to organisms. The students come from a variety of backgrounds and majors, thus it is challenging to make the content accessible to the students and cover the content in adequate depth to prepare students for their careers. I have taken this challenge as an opportunity to develop a series of lecture‐based projects that have students learn biochemistry content through research and experimentation. The large biochemistry lecture section is not an environment where course‐embedded research projects are often found. However, large lecture sections offer the opportunity to expose a large number of students with diverse backgrounds to an open, collaborative research experience. Over the semester long course, students use freely available databases and servers to explore biomolecule structure and function in projects which require students to apply their knowledge of chemistry to biological research questions in an authentic manner. Project topics include spectroscopy, protein purification, drug design, and biomolecule structure prediction and evaluation. In addition to learning the fundamentals of biochemistry, participants develop their skills in experimental design and improve their ability to communicate and disseminate science. To manage the projects on the scale of 50 to 100+ participants at a time, I use the Open Science Framework to store data and report out the findings. From post‐activity assessment, students report increased confidence in their ability to understand fundamental biochemical concepts while also showing increased professional skills. Students also can assemble their projects into portfolios of their work to show to future employers and admissions committees.Support or Funding InformationThomas and Kate F. Jeffress Memorial TrustAccelerating Creative Teaching grant from JMU Libraries

A Mixed Reality Application To Visualize Amino Acids

This study examines the benefit of using mixed reality to visualize amino acid molecules for students in introductory biochemistry courses at the undergraduate and graduate level. A Novel Microsoft HoloLens application that tests understanding of amino acid structures was developed. The application was made accessible to students by making it compatible with multiple platforms in addition to Universal Windows Platform; these platforms include Android and iOS as well as PC, Mac, and Linux stand‐alone. This was done using Unity3D with coding in C#. The success of application development and implementation in the classroom was tested by students of Biochemistry. The results of student attitude survey regarding the ease and benefit of the application on mixed reality, and any other platforms they choose to use it on, is presented hereinSupport or Funding InformationPRISE, WISER, Flora Stone Mather Center for Women, Case Western Reserve University

Systems thinking in biochemistry: Assessing students’ understanding of metabolic pathway dynamics and regulation

Systems thinking requires consideration of dynamic processes, how parts of a whole interact through causal relationships, and how such systems change over time, often in response to environmental stimuli. A systems thinking approach is essential to understanding the complexities of metabolic pathways, yet few tools exist to probe students’ proficiency in this area. We have developed and used an assessment instrument to measure undergraduate students’ understanding of biochemical pathway dynamics and regulation in a metabolic context. A community of biochemistry educators was involved in an iterative process of designing and testing the instrument and accompanying rubric. The assessment instrument was embedded on final exams in an introductory biochemistry course and student responses were collected over several terms. Analysis of student responses showed that most students were able to interpret visual conventions in an unfamiliar metabolic pathway. Furthermore, many students could make basic predictions about how the system would be expected to respond to changes. However, fewer students generated nuanced responses that accounted for both microscopic changes at the protein level and macroscopic changes in pathway product outputs. Interviews revealed that students struggled to process the volume of complex information provided in prompts and the metabolic pathway diagram. This suggests that supporting information processing skills may be an important part of teaching systems thinking and metabolic logic.Support or Funding InformationNSF‐DUE‐1224868

Rafting Together with Lipids ‐ Team Teaching & Active Learning

Effective oral and written communication skills are key assets for success in and outside of academia. However, students completing undergraduate degrees are often not equipped with these skills. Among the challenges that contribute to this problem is the lack of interest by teachers to conduct in‐class activities that provide students the opportunities to nurture these skills. It can be very time consuming for a single instructor to construct and implement multiple active learning activities, designed to encourage and give students the chance to develop these important communication skills. Additionally, the traditional lecture format hinders development of higher Bloom’s Taxonomy skills and limits opportunities for engagement.In order to overcome this problem, we joined forces with Biochemistry professor, Vanina Zaremberg at the University of Calgary to execute active learning techniques in a fourth year Lipid Biochemistry course. Having multiple instructors allowed us to implement three in‐class activities: construction of concept maps, debate, and guided writing assignment, thoughtfully designed to give students the opportunity to learn and utilize communication and writing skills. Anonymous surveys were conducted following completion of these activities, giving us valuable feedback. The first activity was centered around building concept maps and was designed to tackle the challenge of the varying background knowledge of the students at the beginning of the semester. In short, students drew a concept map on the very first and last day of classes, which not only allowed the instructors to see what information they were bringing into the course, but also allowed the students to connect and organize their knowledge in a thoughtful manner. Rich discussion among instructors on these maps helped to develop lesson plans and outline lesson outcomes. The concept maps conceived on the last day of classes gave an explicit visual of what the students learned throughout the semester. The second activity, the in‐class debate on lipid rafts, allowed students to openly discuss and learn about a key controversial topic in Lipid Biochemistry in a unique way and without the pressure of a typical quiz or assignment. Surprisingly for the instructors, the debate took up the entire 75‐minute lecture. One hundred percent of the responses answered that the debate was an effective way to learn about the topic and students enjoyed learning from their peers. Finally, a guided writing assignment was executed, as it has been reported that students lack experience critiquing published work or a peer’s writing. The writing assignment gave students the opportunity to exercise and develop communication and writing skills while participating in a guided peer‐review process. 79% of the class reported that this was the first time they did a peer‐review exercise, even though most were in their final semester of their undergraduate degree.Overall, the feedback gathered from the survey indicated that students were involved, more confident in the topics, and enjoyed these activities more than typical lectures, suggesting that team teaching enhances student experience and engagement.

Building a Community of Practice for the Assessment of Biomolecular Visual Literacy

The ability to understand, interpret, and create molecular images is a critical learning objective in biochemistry and molecular biology courses. Yet biomolecular visualization skills are rarely explicitly taught. Over a two‐year period, the BioMolViz group organized seven one‐day workshops to explore and establish best practices for the generation, revision, and finalization of biomolecular visualization (BMV) assessments. Our process utilizes a BMV framework (biomolviz.org) to build targeted assessments that address specific learning goals and objectives. We then revise the assessments through a peer review process and integrate a final analysis of images for accessibility to those who are colorblind. Although there is a wealth of information to guide the creation of multiple‐choice questions, we have found that there are few resources for the generation and evaluation of other types of assessments. For example, BMV assessments are more likely to be open‐ended and specifically target molecular visualization skills (e.g. require the student to create an image of DNA or identify a structural feature on a given image of a protein). We invite participants to help us address this gap and refine our method for generating assessments by attending our upcoming three‐day NSF‐funded summer workshops. Activities will include revising existing assessments and creating instruments of interest to new participants. In addition to producing high‐quality BMV assessments aligned with the framework, these workshops will offer a unique professional development for instructors interested in promoting visual literacy by building a community of practice for the instruction of BMV skills.Support or Funding InformationThis work was supported by the National Science Foundation under award numbers DUE‐1022793, ‐1323414, ‐1503811, IUSE‐1712268, and RCN‐UBE‐1920270. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the National Science Foundation.

An idea to explore: Use of augmented reality for teaching three-dimensional biomolecular structures.

Biology and biochemistry students must learn to visualize and comprehend the complex three-dimensional (3D) structures of macromolecules such as proteins or DNA. However, most tools available for teaching biomolecular structures typically operate in two dimensions. Here, we present protocols and pedagogical approaches for using immersive augmented reality (AR) visors, specifically the Microsoft HoloLens, to reinforce learning with large scale 3D holographic structures. We developed a novel workflow to render vividly colored custom biomolecules in AR visors. In addition, we developed AR exercises to review concepts relevant to protein or DNA structure and then implemented the exercises in four different biology and biochemistry courses. Surveys showed that students reported greater interest in biomolecular structures after the exercise. We also highlight some of the advantages and disadvantages of the software and hardware of this upcoming technology.

Cardiometabolic Diseases: Biochemistry, Pathophysiology and Medical Innovations

It gives us great pleasure, to write this invited overview on, Biochemistry, pathophysiology and Medical Innovations, to the Journal of Biochemistry and Modern Applications. In an earlier article on a similar topic, we described a biochemistry course, that is offered at the Cambridge University UK, called The Molecules in Medical Science, which focuses on diseases, that are familiar by name and of high relevance like diabetes and cancer. Harvard Medical School, on the other hand, says, preparation of medical school in the 21st century, should reflect contemporary developments in medical knowledge, the pace of discovery and the permeation of biochemistry, cell biology, and genetics into most areas of medicine. Oxford Royale Academy looks at biomedicine the following way; -Biochemistry, as the name suggests, is where Biology meets Chemistry: it is the study of the living things, at a molecular level- or, to put it another way, the study of the very foundations of life. On the other hand, pathophysiology deals with a variety of altered metabolism, which drives the normal physiology out of gear, and promotes the development of risks, for various metabolic diseases. The Cardiometabolic Syndrome represents a constellation of metabolic abnormalities that are risk factors for the development of metabolic diseases, which in turn promote vascular diseases. Major metabolic diseases include hypertension, excess weight, obesity, and type-2 diabetes. Vascular diseases remain the number one killer worldwide and have retained this status for over a century. There is considerable debate, about whether the treatment of the disease itself is superior, or just the management of observed risks is enough? In view of such debates, there is a great need for the development of technologies that will facilitate early diagnosis and better management of progression, or regression of diseases. Furthermore, advances in research in the fields of genetics, cellular biology, molecular biology, and emerging diagnostic tools, will improve our ability to manage chronic cardiometabolic diseases. In this overview, we have discussed advances in the various fields, the disconnect that exists between the researchers and clinicians, as well as between technologists and the end-users.

Efektivitas Pembelajaran Vee Diagram dalam Meminimalisir Kesalahan pada Perancangan Eksperimen

Designing experiments is activity-based laboratory learning where laboratory activities lead to scientific ideas which emphasizes qualitative processes that aim to encourage conceptual changing toward the students. Experimental designs made by students are still found many mistakes. These in designing experiments could be minimized by applying vee diagrams. The application of Vee Diagrams helps students in designing experiments, therefor it can minimize the mistakes commonly done in designing experiments especiallyin practical learning. The research method was used is action research consisting of two cycles. The decrease of error in designing experiments is analyzed as a percentage at each research cycle. The data were sourced from third semester biology education students who taking biochemistry courses. Data obtained from the error analysis rubric in designing experiments, questionnaire responses of students in design experiments and vee diagrams rubric. The results showed that the application of vee diagrams can minimize errors in design experiments with the greatest decrease in errors at the stage of making hypotheses while the smallest decrease at the stage of analyzing data.

Predicting professional school performance with a unique lens: are there other cognitive predictors?

BackgroundWe investigated the associations between admissions criteria and performance in four cohorts of pre-dental MS in Oral Health Sciences (OHS) program at Boston University Schools of Medicine and Dental Medicine. Previously we have reported that OHS serves as a successful pre-dental pipeline program for students from underrepresented groups.MethodsWe evaluated academic variables that further affect overall graduate GPA and grades in the first year dental school courses taken by OHS students at Boston University between 2012 and 2016 as part of the MS curriculum. Demographic data, region of residency, undergraduate grade point average, number of science and math credits, major of study, dental admissions test scores and undergraduate institution were collected. The competitiveness of the undergraduate institution was scored based on Barron’s Profiles of American Colleges. OHS-GPA was assessed and individual grades in two first year dental school courses taken as part of the OHS curriculum were collected. Analysis of variance, the Chi-square test and Fisher’s Exact test were utilized to assess associations between academic performance parameters, successful program completion and matriculation to dental school.ResultsResults indicate that undergraduate major, age and number of science course credits taken had no impact on MS performance in the Boston University MS in Oral Health Sciences program; however, students who took an undergraduate course in Physiology performed better than those who did not (p = 0.034). This was not the case with courses in Cell Biology and Biochemistry. Students with DAT scores over 20 academic average (p = 0.001), 18 total science average (p = 0.001) and 22 reading comprehension (p = 0.004) performed better in dental school courses taken in OHS.ConclusionWe report that strong test scores, attending a mid or highly rigorous undergraduate institution and completion of an undergraduate Physiology course are positive predictors. We hope these findings will guide admission’s decisions and improve recruitment to, and future success of, graduate student’s pursuit of professional school. Understanding alternative predictors of success may help to reduce the intrinsic bias among applicants from underrepresented groups and continue to look beyond the DATs (or MCATs) to decrease the gap between professionals from underrepresented groups and those they serve.

Connecting Current Literature, Cartoons, and Creativity: Incorporating Student-Created Cartoons in a Biochemistry Course to Enhance Learning

Pharmacy students in a biochemistry course enhance their learning by creating cartoons on pharmaceutical topics. For each of six course assignments, students are given and reflect on a current, advanced review article. The assignment has three parts: (i) Students write a one-sentence synopsis of the article; (ii) students create a cartoon that includes speech balloons; and (iii) students ask a “How?” or “Why?” question about the topic. Students gain understanding of subject matter directly related to their major and approach the literature with creative engagement and a novel perspective.

Choosing the adequate thermodynamic reference state: The evolution of pyrophosphate bioenergetics as an example.

The use of the thermodynamic formalism in the investigation of biochemical reactions constitutes one of the key analysis in bioenergetics, and the first step in such analysis is the selection of the adequate reference state. For biochemistry majors, thermodynamic analysis based on the chemical reference state is used in Physical Chemistry courses, while the biological and biochemical reference states are used in Biochemistry courses. As these definitions are introduced in different courses, it is difficult that students can understand the need to select a reference state as a first step in the energy analysis of a system. The lack of suitable examples in textbooks to illustrate the importance of the adequate selection of the reference state in a thermodynamic analysis, promoted the present analysis of the energetic role of pyrophosphate (PPi) in comparison with adenosine-triphosphate in different ambient conditions, namely, the early PPi world (better described by the chemical reference state), the enclosed systems like the cells (better described by the biological reference state), and the actual thioester world (better described by the biochemical reference state). This example not only provides a new interesting point of view on the evolution of two biochemical fuels but also represents a biochemical example in which the use of different reference states can illustrate a single process from different points of views.

以师范专业认证为导向的《生物化学》课程教学改革

以师范专业认证为导向的《生物化学》课程教学改革