Biochemistry Course Research Articles

Comparing the Student Learning Outcomes and Teaching Satisfaction of Conventional Lecture and Team-Based Learning Methods

Students hesitate to pursue subjects like biochemistry and manifest a lack of participation and motivation during conventional lectures. However, team-based learning facilitates interactive learning through discussion and improves learning outcomes. Objective: To compare the student learning outcomes and teaching satisfaction from team-based learning and conventional learning among medical students. Methods: A prospective study was conducted in Rahbar Medical College from December 2023 to May 2024. A total of 100 undergraduate students aged from 19 to 22 years studying biochemistry course were selected for the study. A total of 16 classes were conducted for teaching biochemistry among which 8 were taught by conventional lecture method and the rest 8 were taught by team-based learning. Students were instructed to fill out a student satisfaction scale questionnaire consisting of 20 questions at the end of the last TBL session. Results: The mean score of conventional lectures was 11.85 ± 1.54 with a maximum score of 15.5 and minimum score of 10 out of 20. The highest score was obtained by group assessment readiness test i.e. 16.25 ± 1.05. The mean score of conventional and TBL methods was 14.10 ± 1.12, with a minimum score of 12.20, and a maximum score of 15.95 out of 20 (P=0.016). Overall satisfaction scores in females were higher than in males (p<0.001). The mean student satisfaction score was 81.27 ± 9.18. Conclusion: Team-based learning yields better learning outcomes and teaching satisfaction in medical students as compared to conventional lecture methods. These results were also improved in female students than in males.

ANALISIS KADAR TANIN DAUN GAYAM (Inocarpus fagifer Fosb.) PADA KETINGGIAN TEMPAT YANG BERBEDA

Background: Gayam (Inocarpus fagifer Fosb.) contains natural chemicals in the form of primary metabolites which play an important role in the survival of the style plant, not only primary metabolites, but the style plant contains secondary metabolites which are beneficial for the survival of the style plant in its environment Methods: The aim of this research was to determine the tannin content of gayam leaves at different altitudes. The method used in this research is descriptive quantitative and qualitative with a sampling technique using purposive sampling. Results: The results of the research show that based on photochemical tests, gayam leaves in Negeri Ema and Airlouw Hamlet contain tannin compounds. The total tannin content in Negeri Ema was 1.3956 mgTAE/g, while Airlouw Hamlet was 1.5484 mgTAE/g, which means the tannin content was higher in Airlouw Hamlet. The implication of the research results for biology learning is by creating a practical guide for biochemistry courses Conclusion: the tannin content of Gayam (Inocarpus fagifer Fosb.) leaves in Negeri Ema (highlands) is 1.3956 mgTAE/g, while the tannin content of Gayam (Inocarpus fagifer Fosb.) leaves in Air Louw Hamlet (lowlands) is 1.5484 mgTAE/g. So the tannin content in the lowlands is greater than the tannin content in the highlands

Teaching protein structure and function through molecular visualization.

The function of proteins is governed by their three-dimensional structure. This structure is determined by the chemical characteristics and atomic interactions of amino acids. Students of biochemistry, with a particular focus on protein chemistry, benefit from looking at protein structures and understanding how proteins are built and fold. Due to their three-dimensional nature, static two-dimensional representations in textbooks can be limiting to student learning. Here, we developed a series of tutorials that introduce students to molecular graphics software. The students are challenged to apply the software to look at proteins and to get a deeper understanding of how amino acid properties are linked to structure. We also familiarize students with some of the latest tools in computational structural biology. Students performed the tutorials with visual enthusiasm and reported general satisfaction in being able to visualize theoretical concepts learned during lectures. We further stimulated student engagement by allowing space for self-exploration. We share the tutorial instructions for other teachers to build on them, and we also offer suggestions for further improvement based on student feedback. In summary, we present a series of tutorials aimed at students of an advanced course in protein biochemistry to enable them to explore the universe of protein structures and how those relate to function.

Mind the Gap: Investigating Disaggregated Student Performance in an Upper-Division Biochemistry Course Following Team-Based Learning.

Team-based learning (TBL) is a highly intense active learning pedagogy that uses a cycle of preclass preparation, formative assessment for readiness, mini-lectures, and complex team exercises. Consistent with the literature on active learning, prior research on TBL consistently shows its benefits for student outcomes as compared with previous lecture. However, little work has examined student outcomes disaggregated by demographic variable. We analyzed assessment and student demographic data (i.e., binary gender, racial/ethnic group, generational status) in three semesters of TBL in an upper-division biochemistry course to understand the degree to which performance could be predicted by student demographics. We use theoretical and empirical research from social psychology to hypothesize that the intense interpersonal interactions of TBL could activate psychological threats, the effects of which would be measurable as differences in student performance that correlate with demographic variables. Our regression analysis did not support this hypothesis. This null result invites a deeper discussion on how we measure the potential effects of active learning on student outcomes, particularly given how important it is to account for intersectional and invisible identities.

Protein Metabolism Lectures with Sustainability-Based to Improve Analytical Thinking Skill in Students of Biology Education

This study aims to analyze the effect of sustainability- based protein metabolism lectures on the analytical thinking skills of students in the Biology Education department. This experimental research involved 30 Biology Education students from Universitas PGRI Semarang who took the Biochemistry course during the 2023-2024 odd semester. The treatment is sustainability-based protein metabolism lectures carried out for 4 meetings. The data obtained were analyzed using quantitative methods. The average grades for the distinguishing, organizing, and attributing indicators were 82.00, 81.55, and 81.00, respectively. In general, the average grades of students' analytical thinking skills in the post-test of 81.52 is higher than the pre-test grades of 71.58. This is confirmed by the T-dependent test that there is a significant difference in the pre-test and post-test grades (p <0.05). Additionally, the N-gain test indicated a 4.2% increase, placing it in the moderate category. Students' analytical thinking abilities in protein metabolism material are described as follows: in the distinguishing indicator, students recognize and differentiate well. However, errors began to occur in the organizing indicators, and even in the attribution indicators, students experienced difficulties

Data Science for Biochemists: Integrating and Evaluating the Use of Interactive Digital Python Notebooks in a Large-Enrollment Undergraduate Biochemistry Course

Data Science for Biochemists: Integrating and Evaluating the Use of Interactive Digital Python Notebooks in a Large-Enrollment Undergraduate Biochemistry Course

ASSESSMENT OF TEACHING EFFECTIVENESS IN A FLIPPED BIOCHEMISTRY COURSE COMBINEDWITH SCHOOL-ENTERPRISE COOPERATION

The new curriculum standard proposes that teachers and students should exchange positions, students as the teaching subjects and teachers guiding students to learn independently. This requirement is consistent with the flipped classroom model.In this study, learning gains based on school-enterprise cooperationwereassessed in a flipped biochemistry course. The study demonstrates this teaching model cultivates students self-learning ability, enhances their learning enthusiasm, improves the teaching quality of biochemistry.

Educational activity of enzyme kinetics in an undergraduate biochemistry course: invertase enzyme as a model.

This article aims to simplify and facilitate the process of practical teaching of enzyme kinetics by utilizing minimal teaching laboratory requirements. Simultaneously, it ensures that students comprehend the enzyme kinetics experiment effectively. The focus is on teaching students how to estimate the maximum velocity (Vmax) and Michaelis constant (Km) of β-fructofuranosidase enzyme (also known as invertase) isolated from dry yeast. The invertase enzyme catalyzes the hydrolysis of sucrose substrate into glucose and fructose, employing the Michaelis-Menten approach of evaluating invertase enzyme kinetics as well as Lineweaver-Burk linear graphic approach of evaluating the Michaelis-Menten enzyme kinetics. The practical experiment seeks to reinforce the concepts of initial velocity dependence on substrate concentration. The data presented in the work were generated from a genuine practical biochemistry course enrolled by second-year undergraduate students in the Department of Pharmacy and the Department of Medical Laboratory Science. While there were minor variations in the invertase enzyme kinetic parameters among students, they successfully carried out the experiment. The students accurately estimated the Vmax and Km of the invertase enzyme in the sucrose hydrolysis chemical reaction. Moreover, they demonstrated an understanding of the meanings of the kinetic parameters (Km and Vmax) and the utility of the Lineweaver-Burk plot.

Improving critical thinking skills of preservice chemistry teachers through integrated biochemistry course.

Many studies have reported various interventions to increase critical thinking, but very few studies have examined the impact of learning in classrooms and laboratories. This study aimed to find a learning pattern (practice to theory or theory to practice) in improving students' critical thinking skills (CTs). Pre and posttest nonequivalent group design was employed in this study. Eighty preservice chemistry teachers divided 40 students in experimental class 1 and 40 in experimental class 2. A test of enzyme-CTs was developed to measure student CTs before and after the intervention. The result showed that integrated biochemistry courses could improve students' CTs. An independent sample t-test was employed, and the result showed a significant difference N-gain students' CTs between experimental classes 1 and 2 (p = 0.018). It indicates that the pattern of developing CTs from practice to theory is better than theory to practice. The research result can be taken into consideration for placing biochemistry theory and biochemistry practicum in the same semester for the chemistry or chemistry education curriculum. Students can find concepts independently in practical activities and develop them in theoretical activities. Further research should analyze the discriminant factors that differentiate between students in experimental classes 1 and 2.

Bridging the biochemistry lecture and laboratory courses: Construction and application of the "Innovative Experimental Design" module.

Both lecture and laboratory courses of biochemistry are important professional courses for undergraduates with biology related majors. Course optimization and update is crucial but challenging, especially for the laboratory course. Although taught separately, here we showed a strategy to bridge the two courses and promote the improvement of both. In addition to knowledge teaching, we implanted the "Innovative Experimental Design" module in the lecture course in which students were required to design and present their own experimental ideas. After evaluation by the faculty group, the best idea was supported for further experimental test. Here we described the preliminary experiments and optimization procedures about the idea of microbial fuel cells. This experiment is ready to be included into the laboratory course program in spring 2023.

Spanning Literacy Instruction: A Wikipedia Editing Assignment in an Upper-Level Biochemistry Course

abstract: The authors, a chemistry professor and a librarian, used a qualitative survey to assess student perceptions of a Wikipedia editing assignment that they included in a large upper-level biochemistry course. The assignment was initially intended as a public-facing alternative to a short research paper, emphasizing information literacy and scientific literacy. The goal of the survey was to use the results to enhance the assignment. The results of the survey and research for the literature review inspired a novel approach to the assignment using the perspective of metaliteracy. This approach encourages students to think critically about their role as scholars in a participatory environment.

Nursing students' experiences with test-enhanced learning in teams: A cross-sectional study

BackgroundMany nursing students struggle with the disciplines of biosciences, particularly Anatomy, physiology, and biochemistry, which are introduced in the first year. Nursing students' motivation, prior knowledge, and academic performance matter, but teaching methods may also influence students' learning process. Retrieving knowledge through testing has previously proven to enhance learning to a greater extent than time spent on other classroom activities. ObjectiveThe aim of this study was to explore nursing students' experiences with test-enhanced learning as a way of enhancing learning in Anatomy, physiology, and biochemistry. DesignThe lectures in each topic were followed by testing five days later. The tests were typically multiple-choice tests with short reply-times. The effect was measured in terms of students' self-reported level of satisfaction with test-enhanced learning, and their performance on the final exam in Anatomy, physiology, and biochemistry. The tests were performed in teams to avoid stressful situations that could negatively affect the students' learning process. ResultsA key achievement from introducing test-enhanced learning in the Anatomy, physiology, and biochemistry course was a perceived higher learning outcome and increased engagement and motivation among the students, resulting in resulting in more students achieving the highest grades (A and B). However, the students' academic results from upper secondary school also seemed to matter for their achievements on the final exam. ConclusionThese results indicated that many students benefited from test-enhanced learning, suggesting that test-enhanced learning can be an important teaching strategy in nursing education, particularly for biosciences.

Exploring in the classroom the relationship between alcohol intake and behavioral disorders through an animal model.

Alcohol consumption has profound effects on behavior, such as impaired judgment, addiction or even death. It is estimated that alcohol contributes to around three million deaths worldwide, 13.5% of them in young people with ages between 20 and 39 years. Consequently, it is necessary to raise awareness among college and high school students of the risk related to alcohol drinking. The small nematode Caenorhabditis elegans is an animal widely used as a model organism to study nearly all aspects of Biochemistry. It is a powerful tool to test the potential bioactivity and molecular mechanisms of natural compounds and drugs in vivo. Therefore, it is an interesting topic to include in an undergraduate course of Biotechnology, Biochemistry or Biology students among other scientific vocations. C. elegans is also used as a neurobiological model to evaluate substances' neurotoxicity and behavioral effects. The proposed experiment introduces students to the handling of this preclinical model and to the evaluation of behavioral alterations induced by chemicals in scientific research. The effects of different doses of ethanol on C. elegans behavior are studied using a versatile chemotaxis assay. This laboratory experiment is suitable for an undergraduate course. The practical session can be used in the global strategies of information and awareness of educational centres to mitigate the impact of alcohol abuse among students, both in formal courses or in Science fairs or exhibitions.

Using simulations to meld didactic and constructivist teaching methods in complex second year STEM courses

ABSTRACT This paper explores the effective development and use of interactive simulations as a learning tool, integrating didactic and active approaches with complex laboratory and lecture content in undergraduate biochemistry and immunology courses. University science courses require students to master vast quantities of foundational knowledge that is commonly taught using didactic approaches. Over time, students are required to become more active and teaching approaches become more student-centred, extending students’ application of knowledge, critical thinking, and creativity which relies on a student’s ability to recall knowledge. Identifying the right timing and means for shifting from didactic approaches toward an active approach is critical for maintaining student interest and extending their learning. Active learning can transform the perception of a given subject, phenomenon, or experience, allowing students to engage meaningfully and deeply with critical and complex ideas. This paper demonstrates how active approaches to learning through simulations have been effectively used to reinforce threshold concepts in laboratory and lecture settings and the impact on student learning is discussed.

Abstract 1655 Lessons Learned from the First Implementation of Malate Dehydrogenase CUREs in Biochemistry, Biology, and Chemistry Lab Courses

Abstract 1655 Lessons Learned from the First Implementation of Malate Dehydrogenase CUREs in Biochemistry, Biology, and Chemistry Lab Courses

Abstract 1684 Exploring metabolic pathways to central dogma in undergraduate curriculum with structural visualization and insight in Biochemistry and Molecular Biology courses using PyMol

Abstract 1684 Exploring metabolic pathways to central dogma in undergraduate curriculum with structural visualization and insight in Biochemistry and Molecular Biology courses using PyMol

Development of an integrated and project-based laboratory course in upper-level biochemistry and molecular biology.

An integrated and projected-based laboratory course was described, integrating interconnected knowledge points and biochemistry and molecular biology techniques on a research project-based system. The program, which served as an essential extension of theoretical courses to practice, was conducted with a sophomore of basic medical science who had completed the course in medical biochemistry and molecular biology. This course engaged students in learning "genetic manipulation" and "recombinant DNA technology" to understand the target gene's role in disease mechanics, thus altering evaluation and treatment for clinical disease. Students could master applied and advanced techniques, such as cell culture, transfection, inducing exogenous fusion protein expression, purifying protein and its concentration assay, quantitative polymerase chain reaction, and western bot analysis. This laboratory exercise links laboratory practices with the methods of current basic research. Students need to complete the experimental design report and laboratory report, which could be advantageous for improving their ability to write lab summaries and scientific papers in the future. The reliability and validity analyses were conducted on the questionnaire, and we examined students' satisfaction with the course and their gains from the course. The student feedback was generally positive, indicating that the exercise helped consolidate theoretical knowledge, increase scientific research enthusiasm, and provide a powerful tool to be a better person and make informed decisions.

Comparison of the teaching clinical biochemistry in face-to-face and the flex-flipped classroom to medical and dental students: a quasi-experimental study from IRAN

IntroductionBiochemistry is one of the main courses of basic sciences in the medical curriculum, along with other difficult subjects that are difficult to learn. The emergence of new technologies has made it possible to test new methods such as e-Learning. In this study, we compared two methods of Flex-Flipped Classroom (FFC) and face-to-face.MethodA quasi-experimental research was done which involved both medical and dental students studying the clinical biochemistry course in the joint semester in 2019. A total of 100 medical students were trained in biochemistry through face-to-face teaching, and 60 dental students were trained in the same course through the FFC model. Three researcher-made tools were used to compare the two groups to assess the student’s satisfaction, scores, and self-evaluation. The content validity of the tools was checked using the opinions of 10 experts through the CVI index. The results were analyzed using one-sample t-tests, independent t-tests, and ANOVA.ResultsBoth groups scored significantly more than the cut-off-point (Mean > 3.5) in their average scores of the total and sub-components of the self-evaluation questionnaire (P < 0.05). Face-to-face teaching was viewed more favorably than the FFC teaching except for considering the flexibility (4.14 ± 1.55), but the difference was not significant (P > 0.05). The students’ knowledge score in the FFC was slightly higher than that in the face-to-face method, but this difference was not significant(P = 0.758).ConclusionBoth face-to-face and FFC methods were effective according to the students, but the level of satisfaction with the face-to-face method was higher. It seems that teacher-student interaction is an important factor in students' preferences. However, the students preferred the flexibility of multimedia. It seems necessary to use the advantages of each method in a model appropriate to the students' conditions and available facilities.

Assessment of the effectiveness of an introductory general chemistry course in dentistry students enrolled in a biochemistry course.

As a strategy to carry out a better achievement in the Biochemistry course, undergraduate dentistry education manage a traditional course on the basic concepts of general chemistry necessary in the understanding of Biochemistry. In order to evaluate the effectiveness of learning outcome, we aimed to develop an evaluation tool that was applied to first-year dental students before and after receiving the general chemistry classes. Randomized trial consisted of 50 items distributed in 10 categories. The evaluation was applied to the students who took the Oral Biology course in the periods comprising 2020, 2021, and 2022 to a population of 109 students. Our results showed that after receiving the course the improvement rate was 20.71% with significant differences in each category. In conclusion, the introductory course allows students coming from different school systems to attend Biochemistry with similar knowledge of general chemistry.

Writing a literature review as a class project in an upper-level undergraduate biochemistry course.

A literature review is an important part of conducting academic research. Knowing how to conduct a literature search and write a high-quality literature review is a valuable skill. Herein, the authors describe the method of introducing a literature review writing exercise in an upper-level biochemistry course. Since 2020, authors have collaborated with numerous undergraduates writing literature reviews on topics in biochemistry that resulted in peer-reviewed publications. Authors believe that this unique idea of providing a course-based undergraduate research experience (CURE) to many undergraduates, especially those who otherwise do not receive collaborative research experience through traditional research paths, must be shared with other instructors.