Students frequently struggle to visualize chemical reactions at the molecular scale, leading to challenges in understanding DNA structure, primer behavior, and thermodynamic principles underlying polymerase chain reaction (PCR). This limits their ability to apply theoretical concepts when performing laboratory experiments and troubleshooting them. To address these challenges, a kinesthetic learning activity using 3D-printed UV-resin nucleotides featuring phosphodiester and hydrogen bonds, DNA complementarity, and nucleotide labeling was developed. This activity was implemented in an upper-division biochemistry laboratory course at the University of Arizona (n = 59 students). Students followed a guided worksheet designed with a focus on primer design, with the blocks used to build sequences, predict melting and annealing temperatures, design mutagenic primers, and construct hairpin and dimer structures. Learning was evaluated using isomorphic pre- and post-assessments. Students demonstrated significant improvement in total score percentages (Wilcoxon sign test p < 0.00001 and Cohen's d = 1.73) and in visual reasoning questions, which require interpretation and visual translation of primer design concepts (Wilcoxon p < 0.00001 and Cohen's d = 1.70). Students showed the greatest improvements in identifying and evaluating primer hairpin and dimer formation, while mutagenic primer design remained relatively challenging. Overall, these results indicate that participation in this instructional activity supports students' understanding of PCR primer behavior by direct exploration of primer interactions and secondary structure formation. This innovative, reusable, and adaptable activity complements online primer design tools and supports deeper learning across molecular biology and biochemistry curricula.
The transition to university presents a significant challenge for undergraduate students in Biomedical Sciences, many of whom lack prior laboratory experience. This inexperience can create a discrepancy between students' perceived and actual competencies, leading to a self-efficacy gap when compared to peers with previous laboratory exposure. To address this and prepare students for a research-intensive curriculum, we introduced the "Biomedical Kitchen", a novel, transdisciplinary simulation. This innovative course uses analogies between gastronomy and biomedical research, including precision, dexterity, and recording observations to provide a low-stakes, accessible environment for developing practical research skills, without explicit focus on kitchen chemistry. We evaluated the programme's effectiveness by measuring student self-efficacy before and after the sessions, and then subsequently at an interval through their laboratory module. The results demonstrate that the intervention effectively adjusted self-efficacy; revealing a group which increased and a separate group which decreased in self-efficacy, suggesting a more realistic self-appraisal. Furthermore, students described the sessions as a fun and authentic environment for practising skills and building rapport with teammates, including 6 months after they have engaged with disciplinary curricular content. In conclusion, the Biomedical Kitchen is an innovative pedagogical tool that successfully aligns student self-efficacy with practical ability. It provides a valuable opportunity for students to practice essential technical and transferable skills, better preparing them for the demands of a research-oriented course.
Course-based undergraduate research experiences (CUREs) broaden access to authentic research opportunities by reducing structural and logistical barriers to student participation. Participation in CUREs during the first year of undergraduate study is associated with improved retention in STEM majors, academic success, and measurable gains in skills like scientific reasoning and data analysis. These gains are increasingly recognized as essential career-ready skills that align with national workforce development goals in the life sciences. Despite these benefits, few CUREs focus on and have been evaluated for first-year biochemistry students. Few curricula provide modular, adaptable frameworks designed for integration into existing courses without disrupting course structure or student workload. Using established and nationally utilized assessments and student reflections, we developed a CURE for first-year biochemistry undergraduates called "Introduction to Biochemical Research Skills". Students in the course evaluate protein structure-function relationships using computational biochemistry experiments, which allows scalable implementation for instructors and supports iterative hypothesis generation and testing by students. Student perspectives on practices learned while participating in the course suggest they gained practical research skills and scientific communication skills. Students also reported exposure to a variety of problem-solving techniques and indicated that engaging in protein structure-function focused research as part of the course enhanced their excitement about biochemistry. Here, we provide instructors with the resources to adopt and adapt this course and offer strategies for effective implementation. Future work will evaluate the longitudinal impact of the course on students' academic performance, conceptual understanding of protein biochemistry, and progression into independent undergraduate research experiences.
Formative assessment and feedback are widely acknowledged as crucial for effective learning, yet their systematic application in discipline-specific contexts remains insufficient. This study introduces a structured "3 + 1" feedback model-combining teacher, teaching assistant (TA), peer, and exemplar-based feedback-to address recurring challenges in undergraduate biochemistry group assignments, such as weak rigor, limited teamwork, and ineffective presentation skills. Implemented across three modules (preparation, revision, and reflection), the model aims to enhance disciplinary knowledge, scientific communication, and collaborative competence. The model was implemented in the undergraduate biochemistry course in 2023 and 2024. Data sources included structured questionnaires and reflective essays collected in 2023 and 2024, together with longitudinal academic performance records from 2020 to 2024. Student surveys indicated high recognition of the model's effectiveness, with over 90% reporting improvements in PowerPoint content, design, and script writing. Thematic analysis of reflections revealed stronger task division, accountability, and group satisfaction. Performance data showed reduced failure rates (from 4.3% to 2.7%) and paired-sample tests confirmed significant draft-to-revision gains. Overall, the "3 + 1" model provides an effective, multi-source framework that improves assignment quality and fosters transferable academic and collaborative skills, offering practical insights for feedback-rich pedagogy in higher education.
To provide instructors with personally relevant, discipline-based training in assessment, the Community for the Assessment of Biochemistry and Molecular Biology Learning (CABL) conducted a series of six participant-centered workshops between July 2020 and January 2024. Key features of the workshops included emphasizing backward design, peer editing, and the use of participant-generated questions and rubrics as teaching tools. Five of the workshops focused on summative assessment and one on alternative assessment, with half offered virtually and the latter half delivered in person. In total, 110 unique scientist-educators participated. To investigate how effective these CABL workshops were in fostering changes in assessment attitudes and practices, attendees completed an Exit Survey at the end of each workshop and responded to a single Follow-Up Survey administered in the spring of 2024. Six of the 48 respondents to the Follow-Up Survey participated in Focus Groups. Exit Survey responses indicated a high degree of satisfaction with the structure and content of the workshops and their immediate positive impact on knowledge about assessment. The Follow-Up Survey revealed lasting impacts: Sixty percent of respondents reported revising their overall approach to assessment, while nearly a third described specific actions they had taken to implement inclusive teaching practices. Focus Group participants noted that transformative change could occur through both adopting best practices and disseminating knowledge to their professional networks. Together, these findings suggest that the participant-centered CABL workshops catalyzed changes in assessment perspectives and self-reported practices among a substantive portion of attendees.
Scientific discoveries often advance more rapidly than they are integrated into undergraduate instruction, leaving emerging fields like glycoscience largely absent from classroom curricula. At the University of Georgia, institutional investment in discipline-based education research (DBER) faculty has set the stage for collaboration between disciplinary scientists and DBER researchers to co-develop evidence-based teaching materials that align with how students learn. The NSF-funded BioFoundry: Glycoscience Research, Education, and Training (BioF:GREAT) serves as one example of this approach. Through curricular materials and public-facing resources, the education arm of BioF:GREAT aims to broaden access to glycoscience education. This brief communication highlights how initiatives like BioF:GREAT leverage collaboration with DBER scholars to integrate emerging scientific fields into biochemistry education in ways that are both scientifically current and pedagogically effective.
Traditional microbiology experimental teaching methodology, often based on rigid "cookbook" experiment plans, fails to meet the growing need to cultivate skilled and innovative individuals. Course-based undergraduate research experiences (CUREs) provide a solution by integrating research-based learning into the curriculum, offering an opportunity to improve the "hard" and "soft" skills for science, technology, engineering, and mathematics (STEM) students. In this study, a CURE was incorporated into the microbiology experiment curriculum focusing on the isolation and characterization of antimicrobial-producing lactic acid bacteria (LAB) from fermented Sichuan pickles. The CURE was divided into four key sections: (i) designing an experimental plan, (ii) isolation of LAB, (iii) evaluating the antibacterial effects and antibacterial active substances of LAB, and (iv) identifying LAB species and completing the experimental report. Through a tutor observation of the experiment process and a student questionnaire survey, the study demonstrated that CURE-based microbiology experiments significantly improved students' laboratory skills and microbiological-related experimental operation ability and nurtured their scientific thinking. This approach enhances students' preparedness for future career success and cultivates the growth of a well-rounded, skilled person in STEM disciplines.
Gel electrophoresis (GE) is the most routinely applied technique for detecting, identifying, and characterizing biomolecules. All GE instruments operate on established principles but vary in their operational features. Implementing the GE technique for education and research is considered simple due to its procedure, result interpretation, and cost-effectiveness. Published literature showed that educators are always interested in providing practical experiences to biochemistry students for polyacrylamide/agarose-related GE techniques. Modern GE instruments are sometimes considered challenging due to critical operating steps and maintenance expenses. We have developed two spherical-shaped apparatuses for vertical and horizontal GE techniques, equipped with cost-effective modern features and easily available parts/components to eliminate laborious and time-consuming steps. Both apparatuses provide easy setup, safe operation, and hassle-free operation. High school students verified the performance of our apparatuses in a short-term training program with positive outcomes. Comparisons with standard apparatuses revealed that our apparatuses are fast, user-friendly, and applicable for young researchers.
To overcome limitations in traditional case-based teaching, this study developed an AI-driven workflow using DeepSeek to generate contemporary, interdisciplinary clinical biochemistry cases. Through human-AI collaboration, eight structured cases covering key topics such as carbohydrate and lipid metabolism were created, each including a clinical description, molecular mechanisms, and Q&A, followed by instructor review. Fifteen medical students and 15 instructors evaluated the cases using a 5-point Likert scale across multiple dimensions, while student performance was compared between a group using AI-generated cases and a control group. The AI generated each case in 10-15 min, significantly faster than manual development. Cases presented a logical progression from molecular mechanism to clinical management and incorporated recent advances such as CRISPR and PCSK9 inhibitors. Content integration received the highest ratings, though instructors scored pedagogical applicability lower. Error analysis indicated that AI excelled in maintaining logical consistency, whereas human reviewers enhanced precision in clinical details. Students who used the AI-generated cases achieved significantly higher examination scores than the control group (p < 0.05). In conclusion, DeepSeek-generated cases are efficient, interdisciplinary, and innovative. Human review remains essential for ensuring clinical rigor, particularly in nuanced scenarios. This collaborative approach enhances both the efficiency of case development and the educational quality of biochemistry teaching materials.
The present study aimed to investigate the utilization of ChatGPT by students in the context of learning biochemical concepts. To this end, 25 first-year students enrolled in the Medical Laboratory Techniques program were asked to illustrate a dipeptide composed of alanine and cysteine. The students were instructed to seek guidance exclusively from ChatGPT, without any interaction with the instructor. Subsequently, they were requested to draw on paper the dipeptide structure they believed to be accurate. The prompts submitted to ChatGPT by the students, the responses provided by ChatGPT, and the students' peptide illustrations were systematically examined. In addition, participants were assessed on their experience through a Reflective Evaluation Form. The findings revealed that, rather than engaging with the process to learn how to draw a dipeptide, students predominantly attempted to have ChatGPT generate the drawing for them. The majority of prompts focused on requesting a direct illustration of the peptide. Notably, all structural representations generated by ChatGPT were found to contain errors. Despite possessing the conceptual knowledge required to identify these inaccuracies, the students drew the flawed illustrations on their paper without critical assessment. In their reflective evaluations, students reported that ChatGPT's failure to deliver a definitive molecular structure of dipeptide led to confusion. They expressed the need for a figure of authority to validate the accuracy of the peptide structure, identifying the instructor as the appropriate individual for this role. Furthermore, they conveyed a clear preference for instructor-led guidance over reliance on artificial intelligence in such learning contexts.
Correctly setting and reading a manual air displacement micropipette is an essential yet challenging skill for life-science students. The incorrect delivery of volumes affects both experimental outcomes and data interpretation, potentially reducing student confidence in the laboratory. To address this issue, we developed and evaluated an interactive simulation using Articulate Storyline. Our novel approach isolated and addressed the critical cognitive task of reading a micropipette dial from the physical skill of using the tool. This intervention offers a uniquely scalable and cost-effective solution compared to the use of physical micropipettes. Existing training often focuses on the physical action, leaving a gap for a scalable digital tool that allows students to first master the cognitive challenge of reading the dial. Using a prepost mixed methods design, we measured student perceptions of the approach and changes in student performance across confidence, unit conversion, and micropipette dial reading accuracy. Students at two independent universities showed significant improvements in self-rated confidence and accuracy in reading micropipette scales after using the simulation. Student feedback was highly positive regarding the benefits of the simulation in learning these skills and enhancing their self-efficacy. This simulation is an ideal preparatory tool within a blended learning framework, significantly improving student confidence and accuracy. By mastering the cognitive prerequisite in a safe, virtual environment, students are better prepared for effective hands-on practice in a face-to-face setting.
Undergraduate laboratory courses should teach not only core experimental skills, but also the relevance of those skills to addressing contemporary scientific challenges. In this course, entitled Biochemistry & Molecular Biology Laboratory, students clone a gene into an expression plasmid, express and purify an enzyme, and perform kinetic assays on the enzyme. The enzyme chosen for this experimental sequence is TEM-1, a β-lactamase enzyme that is a key mediator of resistance to β-lactam antibiotics, such as penicillins. In parallel, the students gain experience in microbiology and natural product extractions by first isolating a Streptomyces species from soil and then screening this isolate for antibiotic activity and the ability to produce compounds that inhibit TEM-1 enzymatic activity. In principle, this research effort could lead to the discovery of either a novel strain of Streptomyces clavuligerus, which produces the important TEM-1 inhibitor clavulanate, or another Streptomyces strain producing a novel TEM-1 inhibitor. Thus, students are introduced to a pressing problem in contemporary medicine, antibiotic resistance, while they participate in discovery-driven efforts to solve that problem. Incorporation of discovery-based objectives into the laboratory sequence gives students individualized datasets to analyze, thereby promoting the development of student analytical skills. In addition, during the course, the students enhance their scientific writing skills through a series of peer-reviewed writing assignments and ultimately complete a formal journal-style article, in which they communicate their research findings. Overall, this course compares favorably with a course-based undergraduate research experience (CURE) course, as gauged by student-reported learning gains and overall course assessment.
Daily engagement games are widely used as motivational tools in applications ranging from language learning to medical licensing board preparations. In medical education, continuous engagement with basic science concepts has benefits for the understanding of complex clinical correlations and the development of adaptive learning skills. This study was designed to determine if medical students respond positively to biochemistry and genetics daily engagement games and if the games have measurable effects on learning. The study employed a quasi-experimental pretest-posttest design with voluntary participation. Response to the intervention was assessed through a post-intervention survey. Grade differences before and after the intervention were measured as learning outcome, thereby controlling for baseline academic ability. Other factors assessed were engagement with course materials and practice quizzes as well as performance in a parallel challenging course. A total of 445 students participated in four games over the course of 2 years. Student reactions were overwhelmingly positive with participation rates holding steady, first-round participants eager to participate in a second round, and participants agreeing that the game was an efficient way to prepare for exams. However, linear regression models and participant/non-participant group comparisons failed to show correlations of grade differences with game participation and/or overall course engagement. The foundational question-of-the-day games were well-received by students and proved to be popular additions to the curriculum. While the data do not support the hypothesis that game participation improves learning outcomes, it is evident that participation also does not negatively impact students' performance.
In the pharmaceutical sciences, particularly in network pharmacology and computer-aided drug design (CADD), successful multidisciplinary collaboration is crucial for sustainable capacity growth. This systematic study investigates how interdisciplinary research methods can be strengthened and creative technology integration may be fostered sustainably through educational leadership. For papers published between 2010 and 2024, a systematic literature search was carried out in the Scopus and Web of Science (WoS) databases. "Network pharmacology," "interdisciplinary collaboration," "pharmaceutical sciences," "computer-aided drug design," and "educational leadership" were among the search phrases used. Peer-reviewed papers, case studies, and reports discussing leadership in multidisciplinary pharmaceutical sciences research or instruction were among the eligible studies. Out of 558 identified records, 109 studies were included in accordance with PRISMA requirements (WoS = 476; Scopus = 82). With 10% of research focusing on CADD, 22% on educational leadership, and 68% on more general, multidisciplinary viewpoints, the results indicated a paradigm shift towards interdisciplinary collaboration. However, limitations were found because educational leadership was not included in CADD and network pharmacology frameworks in several studies. The main challenges to productive cooperation were identified as resource limitations, policy gaps, and communication difficulties. This analysis highlights how institutional frameworks, regulatory support, and adaptive leadership techniques are necessary to facilitate long-term knowledge sharing, innovation absorption, and better research outcomes in the pharmaceutical sciences. Therefore, enhancing educational leadership opens the door to long-term effects and sustained capacity building in multidisciplinary pharmaceutical research.
Game-based learning (GBL) has emerged as a promising approach to enhance student engagement and learning outcomes in various educational domains. This study aimed to assess the effect of applying GBL to biochemistry teaching on medical students' learning outcomes and performance, and to explore the students' perceptions and satisfaction. This study sought to determine whether embedding GBL in a second-year medical biochemistry module improves students' perceptions, engagement, and academic performance compared with traditional interactive teaching alone. A mixed research design was employed. A retrospective cohort design to assess and compare the results of achievement for the cohort of 2023/2024, which was instructed using GBL together with traditional interactive learning (exposed group), and the cohort of 2022/2023, which adopts traditional interactive pedagogy with the same learning outcomes, instructor, and question difficulty level) (the unexposed group) using the validated Measurement of Actual Knowledge and Engagement (MAKE) tool. Using GBL was positively received by most students. Simplification of biochemistry content (69.8%), led to students expressing interest in demonstrating their understanding (75.5%), engaging with biochemistry concepts (76.4%), and being stimulated to focus on the subject (83.5%). The results point toward the potential of GBL to improve learning outcomes with notable increases in skills and knowledge (70.2%), active participation (69.6%), and the application of concepts (65.5%). Integrating structured GBL activities into biochemistry teaching fostered higher student motivation and engagement and was associated with improved perceived learning and stable examination scores. Further controlled studies are warranted to elucidate causal links and long-term knowledge retention.
This course investigates the theoretical and experimental aspects of protein immobilization technology based on chitin-binding domains (CHIBD). The design, expression, and purification of a CHIBD-fused protein were performed, and CHIBD-fused protein was subsequently immobilized onto chitin. By integrating computational and experimental approaches, the course aims to enhance the research skills among participating students, enabling them to proficiently perform basic calculations and experimental operations.
Innovative biological discoveries are crucial for addressing global challenges, yet teaching these complex concepts poses significant difficulties due to the complexity of the subject matter as well as limited educational resources and methodologies. Genome editing, specifically with CRISPR-Cas9, represents a convergence of technology, molecular biology, and engineering, enabling precise manipulation of DNA sequences in various organisms. It leverages advanced tools and a deep understanding of molecular biology to target specific genes while applying engineering principles to improve editing mechanisms. However, the complexity of this field poses educational challenges due to a scarcity of accessible resources. To enhance the accessibility of genome editing to scientists and students, we propose utilizing 3D modeling and printing to create tangible models of key components in the genome editing process. By visualizing these molecular structures, our goal is to simplify and enrich the educational experience, making the intricate principles of genome editing more comprehensible and engaging for students.
This qualitative study explored undergraduate biochemistry students' perceptions of visualization, their mindset beliefs, and challenges in engaging with visual representations. Ten student interviews and two instructor interviews were analyzed using thematic analysis. Students focused on external visualizations, while instructors emphasized internal mental imagery. Some students expressed growth mindset beliefs. However, fixed mindset beliefs about visualization were common among students with self-perceived aphantasia. Findings suggest the need for targeted instructional strategies to foster visual literacy, support diverse visualization abilities, and align student-instructor expectations.
Many universities across Europe have developed outreach programs to bring high school students closer to science and help them make more informed decisions about their academic futures. At the University of Porto (Portugal), the Junior University is a summer school that offers research and development activities on specific topics, enabling students to experience university life and the research environment through representative hands-on programs. This report presents the impact of a one-week bioengineering program, conducted at the Faculty of Engineering of the University of Porto (FEUP) and repeated over 4 weeks, on the academic literacy and motivation of high school students. Throughout each week, students completed two questionnaires-one at the beginning and another at the end of the program. The results reveal clear improvements in their understanding of bioengineering concepts and applications. For some students, the experience reinforced their interest in the field, while for others, it helped clarify that bioengineering might not be their preferred area of study. Overall, the outcomes of this study highlight the value of university-led initiatives in enhancing high school students' academic literacy and supporting them in making more informed, thoughtful decisions regarding their future academic and professional paths.
