Biochemistry Learning Research Articles

A digital module-based experiential learning in protein biochemistry during the COVID-19 pandemic paradigm.

Experiential learning is compromised in meeting the educational demands of our students during the challenging time of the COVID-19 pandemic. A more inclusive, flexible, and objective-oriented experiential learning environment is required. In this context, module-based experiential learning that is executable on a digital platform was designed. The learning module focused on protein biochemistry, contained a combination of asynchronous and synchronous activities categorized into 'Knowledge Hub' and 'Lab-based Movie', across 5 weeks. Digital and module-based experiential learning provides equitable, inclusive, and flexible access to students at remote locations. Furthermore, it is an objective-oriented and highly organized experiential learning framework that encourages students to engage and participate more in the learning process.

Higher Order Thinking Skills Achievement for Biology Education Students in Case-Based Biochemistry Learning

Higher Order Thinking Skills Achievement for Biology Education Students in Case-Based Biochemistry Learning

Student Perceptions of Learning in Biochemistry Using a Science Communication Focused Writing Assignment

Student Perceptions of Learning in Biochemistry Using a Science Communication Focused Writing Assignment

Exploratory application of an integrated topic-based curriculum in biochemistry experimental teaching.

Biochemistry, a complicated basic course in health sciences, plays a fundamental role in describing pathogenic mechanism of illness in molecular terms, and is required to be learned for all medical students. Due to various obstacles to biochemistry learning and teaching, there is a pressing issue of curriculum reform to arouse the student's enthusiasm in biochemistry learning. In this study, an integrated topic-based biochemistry training program (TBBTP) combining the traditional lectures, question-based learning and experimental practices, was introduced in biochemistry teaching. Its effectiveness was evaluated through examination and questionnaire analyses. Consequently, we found that TBBTP promoted the dissemination of biochemical knowledge via traditional lecture, designated learning issues and experimental practices, and acquisition of various skills through practical operation, presentation, and independent learning. It motivated students to study biochemistry with intense interest and enthusiasm. This study explored the feasibility of the topic-based biochemistry teaching as a supplement to biochemistry curriculum in medical education and as a mainstream pedagogy in biochemistry lab.

Development and use of puzzle and board games to complement the learning of biochemistry at university

Biochemistry is an important area of knowledge for biology-based courses, although constantly the students face difficulties regarding the integral comprehension of issues involving biomolecules and metabolism. This scenario comprises an opportunity to adopt active methodologies such as playful classes. Thereby, this work aims to develop and apply a puzzle and a board game of Questions and Answers about biochemistry. These games were based on biomolecules and metabolism contents and were designed to offer a robust number of interactions possible between players to game and players to players. The games were named Bioquease Biomoléculas and Bioquease Metabolismo. They were applied to two classes of biochemistry (n=29), in which the students filled out survey forms to evaluate the games. The results showed that the questions of the game were related to what was learned in class, the difficulty was coherent with the one from the classes, the dynamics of the games were easy to comprehend, and the knowledge obtained was satisfactory, which comprise good alternatives to complement biochemistry classes.

Analysis of problem based learning in the scaffolding design: Students’ creative-thinking skills

This study aims to determine how students’ creative thinking skills are by applying the scaffolding integrated problem based learning (PBL) model in biochemistry learning. The research method used is the mixed method with a sequential explanatory design. The sampling technique used was total sampling and data collection was carried out using creative thinking ability questionnaires, student observation sheets and interviews with students. Based on the results of data analysis carried out, it was found that the results of student observations were in the good category and students’ creative thinking abilities were in the very good category. In addition, there is a significant difference in the average value in each class, namely class A with C, and class B with C. The findings in this study are strengthened by the results of interviews where it can be concluded that the PBL model with integrated scaffolding in learning can improve students’ creative thinking skills.
 
 Keywords: Biochemistry, creative thinking, education, PBL model, scaffolding, vitamin

Students’ perceptions on the difficulty of biochemistry concepts covered in Rwandan secondary school biology curriculum

This study explored the Rwandan secondary students’ opinions on learning biochemistry concepts covered in the Rwandan advanced level of secondary school biology curriculum, and the reasons behind the difficulty of the concepts. In this research, sequential exploratory mixed-method designs were adopted. The sample comprised 195 secondary school students, who were purposively selected from the schools in Rwamagana and Kayonza districts of Rwandan Eastern Province. Data were collected using self-administered questionnaires and focus group semi-structured interview guides. Data analysis was carried out using both quantitative and qualitative approaches. Results from this research showed that photosynthesis and respiration are the major units that are challenging to study with the respective percentages of 62.5 and 75.1. On the other hand, the concept of enzymes is the most difficult according to students’ views. The lack of adequate laboratory and learning resources and teachers’ teaching styles were reportedly the reasons behind the difficulty of these units. Therefore, the provision of continuous professional development training on advances in teaching and learning biochemistry to in-service teachers would be one of the strategies to enhance students’ understanding of these concepts.
 
 Keywords: Biochemistry, photosynthesis, enzymes, respiration, secondary school students.

Remote Learning of Biochemistry During the COVID-19 Pandemic: Case of Undergraduate Students in Bogota, Colombia

The COVID-19 pandemic forced the implementation of global emergency measures based on social distancing. In Colombia, remote classes in universities have avoided the spread of the disease; however, the implementation of remote classes demands virtual pedagogical strategies that are not traditionally used for teaching basic sciences in the Colombian public education system. Currently, there are no data about possible effects of remote learning in basic sciences in Colombia. In order to assess the perception of students about remote learning of biochemistry during the COVID 19 pandemic at Universidad Nacional de Colombia (Bogota), a virtual survey was applied to undergraduate students at the end of one-semester course. The perception showed by the students is an overall acceptance of the remote learning, highlighting that classes facilitated the understanding of the topics, increased assessment performance, and promoted self-learning. In addition, most students stated that they would like remotely continue classes of biochemistry. This pilot study shows that remote learning is a very useful resource to strengthen Colombian public education in the post-pandemic future, which generally have problems related to student desertion and failure due to economic problems.

Exploration of critical thinking and self-regulated learning in online learning during the COVID-19 pandemic.

An in‐depth analysis of today's online biochemistry learning is required to ensure better learning in the future. As a skill that students need to enter the world of work, critical thinking remains a goal in higher education. To develop critical thinking, students need to self‐regulate by developing their self‐regulated learning (SRL). This study aims to analyze students' critical thinking and SRL during online biochemistry learning. The research sample comprises 54 University of Mataram students. The data on critical thinking and SRL were gathered using tests and questionnaires. Supporting data were collected from observations on the Moodle platform, which was used as a learning tool during the learning process, and free‐response data. The results revealed low average scores for three components of the students' critical thinking in online biochemistry learning, namely hypothesis testing, developing conclusions and argument analysis. Among the indicators, metacognitive skill had the highest average score and help seeking had the lowest average score in the SRL measurement. Students' low critical thinking in online biochemistry learning may be caused by a lack of student–student interaction.

Connecting Biochemistry Knowledge to Patient Care in the Clinical Workplace: Senior Medical Students’ Perceptions about Facilitators and Barriers

Phenomenon : Medical students have difficulties applying knowledge about biomedical mechanisms learned before clerkships to patient care activities. Many studies frame this challenge as a problem of basic science knowledge transfer predominantly influenced by students’ individual cognitive processes. Social cognitive theory would support extending this framing to the interplay between the individual’s cognition, the environment, and their behaviors. This study investigates senior medical students’ experiences of biochemistry knowledge use during workplace learning and examines how their experiences were influenced by interactions with people and other elements of the clinical learning environment. Approach : The authors used a qualitative approach with a constructivist orientation. From September to November 2020 they conducted semi-structured interviews with 11 fourth-year medical students at one institution who had completed the pre-clerkship curriculum, core clinical clerkships, and the United States Medical Licensing Exam Step 1. The authors identified themes using thematic analysis. Findings : Participants reported that they infrequently used or connected to biochemistry knowledge in workplace patient care activities, yet all had examples of such connections that they found valuable to learning. Most participants felt the responsibility for making connections between biochemistry knowledge and activities in the clinical workplace should be shared between themselves and supervisors, but connections were often recognized and acted on only by the student. Connections that participants described prompted their effort to retrieve knowledge or fill a perceived learning gap. Participants identified multiple barriers and facilitators to connecting, including supervisors’ behaviors and perceived knowledge, and “patients seen” in clerkships. Participants also reported learning biochemistry during USMLE Step 1 study that did not connect to patient care activities, underscoring a perception of disconnect. Insights : This study identifies specific personal, social, and physical environmental elements that influence students’ perceived use of biochemistry during patient care activities. Though these findings may be most significant for biochemistry, they likely extend to other basic science disciplines. Students’ self-directed efforts to connect to their biochemistry knowledge could be augmented by increased social support from clinical supervisors, which in turn likely requires faculty development. Opportunities for connection could be enhanced by embedding into the environment instructional strategies or technologies that build on known authentic connections between biochemistry and “patients seen” in clerkships. These efforts could strengthen student learning, improve clinical supervisors’ self-efficacy, and better inform curriculum design.

Creative Thinking of Chemistry and Chemistry Education Students in Biochemistry Learning through Problem Based Learning with Scaffolding Strategy

This study aimed to describe students' creative thinking skills in a problem-based learning model with scaffolding in the Biochemistry course. This is mixed-method research with an explanatory sequential research design with a sample of 173 students from the Chemistry Education and Chemistry study programs, Universitas Jambi. In this study, the researchers only used the experimental class. The sampling technique used is total sampling and purposive sampling. Data were collected using observation sheets, test instruments, interview instruments, and response questionnaires. Quantitative data analysis used is hypothesis testing in the form of ANOVA test with Post-Hoc Scheffe test and T-test. The findings of this study indicate that the ANOVA test results showed a significant difference in the average creative thinking (cognitive) test results and student response questionnaire results in scaffolding-based integrated biochemistry learning. In addition, there is also a significant effect between cognitive test results on student responses in scaffolding-based integrated biochemistry learning. So it can be concluded that there are differences in the creative thinking skills of chemistry education students and chemistry students in using scaffolding integrated problem-based learning models in Biochemistry courses.

IMPLEMENTASI E-MODUL METABOLISME PROTEIN DALAM PEMBELAJARAN BIOKIMIA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS

Appropriate media and learning resources can optimize learning innovations in the 21st century. The use of technology has become an efficient alternative in the implementation of learning. This research aims to implement the protein metabolism electronic modules (e-modules) as biochemistry teaching materials to improve students’ critical thinking (CT) skills. This research refers to comparative quantitative nonparametric methods by comparing measurements of CT skills before applying e-modules during the lesson with the height of CT skills after using the e-module. The e-modules include videos, images, animations, links to various primary sources, and formative tests that follow the learning outcomes. As the result, the advancement of CT skills from the final measurements illustrated a reduction in the number of students categorized as bad and poor and an increasing number of students categorized as good and excellent. Furthermore, the skill improvement can also be seen through the Two Tail T-Test, with a tcount of 4.7752, while the ttable value for the Two Tail T-Test of 2.0262. Since tcount > ttable suggests a significant difference between the initial and final measurement scores test, H0 is rejected, and H1 is accepted. This research concludes that there is an increase in students' CT skills after participating in biochemistry learning using this protein metabolism e-module.

Analysis of problem based learning in the scaffolding design: Students’ creative-thinking skills

This study aims to determine how students’ creative thinking skills are by applying the scaffolding integrated problem based learning (PBL) model in biochemistry learning. The research method used is the mixed method with a sequential explanatory design. The sampling technique used was total sampling and data collection was carried out using creative thinking ability questionnaires, student observation sheets and interviews with students. Based on the results of data analysis carried out, it was found that the results of student observations were in the good category and students’ creative thinking abilities were in the very good category. In addition, there is a significant difference in the average value in each class, namely class A with C, and class B with C. The findings in this study are strengthened by the results of interviews where it can be concluded that the PBL model with integrated scaffolding in learning can improve students’ creative thinking skills.
 
 Keywords: Biochemistry, creative thinking, education, PBL model, scaffolding, vitamin

Evaluation of midwifery students’ learning approaches to the compulsory biochemistry course

Abstract Objectives Learning approach in a certain learning process is based on the student’s intentions, behaviors, and habits according to his/her perceptions of the task of learning and determines the amount and quality of learning. The objective of this study is to evaluate the learning approaches of 1st and 4th grade midwifery students to biochemistry course and the change, if there is any, through their education. Methods This is an observational, cross-sectional study. The research population consisted of the voluntary students (86.47%, n:147) of the 2017–2018 season of the 1st and 4th class of Manisa Celal Bayar University, Health Science Faculty, Midwifery Department (n:170). Data were collected by using the “Introductory Information Form” and the “Learning Approach Scale”, and evaluated in the SPSS package program by performing number, percentile, mean, standard deviation, independent t test. Results The mean age of the students was 20.82 ± 1.81. Over 95% of the students stated that biochemistry lesson was necessary, while 59.9% reported that their biochemistry knowledge was insufficient. Over 87% of the student expressed their belief that the content of the biochemistry classes will help them in their professional career. Mean score of deep approach for Learning Approach Scale was 34.13 ± 6.07 (Min:19.00–Max:50.00), and mean score of superficial approach for Learning Approach Scale was 26.94 ± 6.37 (Min:15.00–Max:50.00). There was a significant relation between deep approach scale score and the perception of high importance of biochemistry in the professional life (p<0.05). Conclusions Midwifery students, who believe that biochemistry is necessary for their professional career have a higher motivation for learning biochemistry, thus perform a deeper approach to learning. In general, creating effective and dynamic educational environments that support deep learning is necessary for enhancing the learning of biochemistry.

Development of Nutritional Biochemistry Learning Goals and Core Competencies in the Dental Hygiene Curriculum

Development of Nutritional Biochemistry Learning Goals and Core Competencies in the Dental Hygiene Curriculum

The transition from the biochemistry laboratory to home discovery during COVID-19.

As a result of the COVID‐19 pandemic, it is crucial for an introductory course in biochemistry to move from in‐person instruction to total remote learning. There are four transferable skills in the course: problem‐solving, laboratory psychomotor skills, data analysis and interpretation skills, and presentation skills. Since all lab buildings were closed for learning activities, we responded quickly to ensure the transferability of the skills. We modified the laboratory activity as a home discovery approach to achieve the desired skills. Students showed confidence and gratitude as they learned in a new way. In summary, modifying the laboratory activity helped students acquire laboratory‐related skills but presented challenges in using laboratory equipment. This suggests that Home Discovery can be considered a hybrid approach to learning biochemistry.

Gesticulating Biochemistry: Exploring the Impact of using Augmented Reality Models on Students’ Usage of Gestures when Talking about Biochemistry

There are multiple examples in the literature highlighting the connection between gestures and meaning‐making by students learning chemical concepts in chemistry; however, there is little known about whether this connection extends to student learning in biochemistry. Moreover, learning biochemistry often involves the use and coordination of multiple external representations (ranging from 2D illustrations and physical models to 3D virtual models) of macromolecules. How does use of these external representations impact student gesture production and meaning‐making when learning new biochemical content? In this study, we used a newly developed augmented reality (AR) model of the KscA channel to investigate the influence of external representations on student produced gestures during a discussion on KscA function. We focused on several research questions: what are the different biochemistry content knowledge that students express through gestures? What are the different types of gestures and patterns of gesture production used by students to express content knowledge? What are the differences, if any, in student produced gestures before and after the introduction of an AR model? What are the relationships between student produced gestures and the AR model? Semi‐structured clinical interviews were conducted and recorded through Zoom. Seven undergraduate students who enrolled in an upper‐division biochemistry course participated in the interview. During the interview, participants were presented with an AR model of KcsA channel after proposing a theory of how potassium ions move through the channel. Participants were then asked to modify their theory. In the first stage of analysis, interview participants’ utterances were transcribed and their gestures were described in terms of hand shape and movement. The identification of unique gestures as part of the coding process highlighted the importance of hand shape vs movement vs a combination of both as ways to delineate different gestures. In the second stage of analysis, qualitative and quantitative differences in student gesture production were identified through a comparative analysis of student gestures before and after their exposure to the AR model. Exposure to the AR model resulted in a shift from gestures that were more general (for example, holding two hands parallel to represent the channel) to more specific to the channel representation they say (for example, holding two hands to form a funnel shape or curling one hand into a tube shape). Our findings add to existing literature on the use of external representation in biochemistry education by highlighting the relationships between AR mediated external representations and gesture mediated external representations. Implications for both the development of new external representations and instructor’s choice of external representations are discussed.

Randomised controlled monocentric trial to compare the impact of using professional actors or peers for communication training in a competency-based inverted biochemistry classroom in preclinical medical education

ObjectiveIn medical education, biochemistry topics are usually knowledge based, and students often are unaware of their clinical relevance. To improve students’ awareness of the relevance, we integrated communication skills training...

Development of case-based learning model on biochemistry online learning

The COVID-19 pandemic has changed the face-to-face learning process to online learning. It requires learning innovations that can make students more independent in exploring concepts. Case-based learning can be an alternative in the online learning process. This study aims to develop a case-based learning model in online biochemistry learning. This study uses six stages to modify the stages of development research. The results showed that the learning model developed consisted of five phases which became the syntax of the learning model developed, namely (1) Planning; (2) Orientation; (3) Organization; (4) Implementation; and (5) an evaluation developed following the results of the needs analysis. The developed syntax is described in model implementation guidelines and is equipped with learning tools. The validator's assessment shows that the model and device instructions have an index value of the expert agreement with a valid category. The test results on students showed that all the stages described in the guidelines could be implemented properly. Students gave a positive response to the implementation of case-based learning. Thus, case-based learning can be recommended for further learning.

Особливості застосування інтерактивних форм навчання при вивченні біохімії у Львівському національному медичному університеті імені Данила Галицького за умов воєнного стану в Україні

Особливості застосування інтерактивних форм навчання при вивченні біохімії у Львівському національному медичному університеті імені Данила Галицького за умов воєнного стану в Україні