Development and assessment of a virtual escape-room game for teaching industrial bioprocesses.

This article presents a study on the implementation of a virtual escape-room game as a novel teaching methodology in biochemistry education. The game aimed to engage students in producing monoclonal antibodies against SARS-CoV-2 while reinforcing theoretical concepts and fostering teamwork. Three versions of the game were tested, incorporating modifications to address student feedback on and improve the overall experience. The study employed a satisfaction survey to gather insights from students regarding their perception of the game. Results showed that the implementation of answer flexibility using RegEx had a significant positive impact on student satisfaction and motivation. The introduction of RegEx allowed for a more realistic and immersive gaming experience, as students could provide varied answers while still being evaluated correctly. Overall, the findings highlight the effectiveness of the game's design, the suitability of the Google Forms platform for distance learning, and the importance of incorporating answer flexibility through RegEx. These results provide valuable guidance for educators seeking to enhance student engagement and satisfaction through the use of escape-room games in biochemistry education.

Comparative evaluation of open book and conventional assessment methods in medical undergraduate students.

Medical science is a dynamic field of knowledge that is constantly broadening with upcoming clinical research and analysis. Traditional medical education has been focused on textbook-based recall assessments-closed book assessment (CBA). However, the availability of newer technologies has made the accessibility to encyclopedic knowledge expeditious, which demands for a new approach for medical education. As medical professionals, the purpose of learning should be higher cognitive skills such as interpretation and synthesis. So, analyzing students' ability to comprehend the concepts and learning to apply it in a realistic context than merely recalling the facts has come into attention. In this study, we aimed to evaluate and compare the performance of 250 first-year MBBS students at Maulana Azad Medical College, New Delhi, India, between closed book and open book method for biochemistry. Students were divided into two groups, Group A and Group B, based on their average monthly internal assessment marks. CBA was followed by open book assessment (OBA) 1 week apart with similar questionnaire pattern and allotted time. A significant difference in average marks obtained by the two groups was observed in CBA. Group A scored better in CBA, but performance was comparable with Group B in OBA. OBA and CBA can contribute to an assessment program in part because of their complementary pros and cons, and OBA should not be thought of as an alternative to CBA, but their value may be in expanding beyond what is measured by CBA.

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.

Evolution of a self-renewing, participant-centered workshop series in BMB assessment.

We present as a case study the evolution of a series of participant-centered workshops designed to meet a need in the life sciences education community-the incorporation of best practices in the assessment of student learning. Initially, the ICABL (Inclusive Community for the Assessment of Biochemistry and Molecular Biology/BMB Learning) project arose from a grass-roots effort to develop material for a national exam in biochemistry and molecular biology. ICABL has since evolved into a community of practice in which participants themselves-through extensive peer review and reflection-become integral stakeholders in the workshops. To examine this evolution, this case study begins with a pilot workshop supported by seed funding and thoughtful programmatic assessment, the results of which informed evidence-based changes that, in turn, led to an improved experience for the community. Using participant response data, the case study also reveals critical features for successful workshops, including participant-centered activities and the value of frequent peer review of participants' products. Furthermore, we outline a train-the-trainer model for creating a self-renewing community by bringing new perspectives and voices into an existing core leadership team. This case study, then, offers a blueprint for building a thriving, evolving community of practice that not only serves the needs of individual scientist-educators as they seek to enhance student learning, but also provides a pathway for elevating members to positions of leadership.

Assessment of blended biochemistry classes based on massive open online courses and a "semi-flipped" learning environment.

Flipped classroom based on active learning is becoming an increasingly popular pedagogical method in higher education capable of increasing student performance in higher-order learning outcomes including application, analysis, evaluation, and creation. However, the success of a flipped classroom model relies on various supporting elements such as the accessibility of technology, and it may not be appropriate for all students and courses. In this study, a new blended biochemistry classroom model based on massive open online courses and a "semi-flipped" environment was applied to the students enrolled in three majors (stomatology, pharmacy, and preventive medicine) at Cheeloo College of Medicine, Shandong University, China. To assess the improvement of the students' perception of self-cognition in the blended biochemistry classes, surveys were conducted before and after undertaking the biochemistry course. Survey responses and total (final) score for the biochemistry course were analyzed using appropriate statistical methods. Compared to students who received traditional classroom instruction, students who participated in the blended classroom model achieved higher academic performance (p < 0.01) and reported a significant improvement in their perception of self-cognition (p < 0.01, or p < 0.05). More than 80% of participants preferred the blended classroom model to that of traditional classroom instruction.

Case study: Co-creating a flipped feed-in approach to a virtual biochemistry lab assessment: increasing student achievement and engagement in a large, diverse cohort.

More inclusive, authentic assessments are required to address awarding gaps and to ensure that bioscience students can apply their knowledge to relevant work-based scenarios. In this case report, we present a co-created approach to designing a more inclusive, virtual biochemistry lab assessment for a diverse cohort of ∼270 first-year students. The assignment was to write up an inclusive clinical case study as a one-page journal article. A flipped classroom approach taught the relevant skills, along with simulated labs from Learning Science Ltd. Student Lecturers co-created the assessment, including the marking rubric and the unexemplars. We replaced traditional feedback with a flipped, feed-in approach where students were able to engage in a formative assessment with peer marking and unexemplars. Whilst the summative assessment was marked anonymously, a dialogue-based approach was employed, where students could request personalised audio feed-forward from the tutor. The high pass rate (97%) and student satisfaction score (88%) suggest that this approach is an effective way to challenge, engage and support a large, diverse cohort of students. First-year students who participated in the flipped feed-in experience obtained a significantly higher summative mark (56.7% cf. 50.9%) than those who did not. Interestingly, students in receipt of learning adjustments scored higher marks on average in the summative assessment (59.3% cf. 54.3%), suggesting that we have reversed the disability-based attainment gap. Further investigation into whether a co-created, flipped feed-in approach can reduce attainment gaps based on ethnicity, gender and age is warranted.

Programa alternativo de evaluación externa de calidad para serología de SARS-CoV-2: calidad en tiempos de pandemia / Alternative external quality assessment programme for SARS-CoV-2 serology: quality in pandemic times

Resumen Para el control de la pandemia por COVID-19 es indispensable contar con ensayos confiables para la detección de anticuerpos anti-síndrome respiratorio agudo severo por coronavirus 2 (SARS-CoV-2). Por este motivo el Laboratorio de Serología y la Residencia de Bioquímica Clínica del Hospital Garrahan desarrollaron el primer Programa Piloto Alternativo de evaluación externa de la calidad para serología de SARS-CoV-2 en la Argentina, destinado a evaluar comparativamente el desempeño de los métodos disponibles de los participantes con el fin de asegurar resultados confiables y clínicamente útiles. El esquema constó de 4 envíos con 5 muestras cada uno, con reactividad variable contra SARS-CoV-2 en las que se evaluaron anticuerpos totales, IgG e IgM. Participaron 21 laboratorios, tanto públicos como privados, de la Provincia y de la Ciudad de Buenos Aires de forma gratuita. Informaron metodología utilizada y resultados. Al finalizar cada entrega se enviaron los reportes individuales y se realizó un informe final global con los resultados totales del ciclo. El mismo se llevó a cabo a lo largo del segundo semestre de 2020. Se informó un total de 643 resultados, 239 de anti- SARS-CoV-2 IgM, 365 de IgG y 39 de anticuerpos totales. Se observó mayor concordancia en las metodologías anti-SARS-CoV-2 IgG que en las IgM. ELISA/ COVIDAR fue la metodología más utilizada para IgG y ELFA/bioMérieux para IgM. El espectro de metodologías fue amplio. El programa fue útil para asegurar la calidad de los resultados y brindó a los participantes el marco necesario para emitir resultados confiables y armonizados.

Abstract For the control of COVID-19 pandemic it is essential to have reliable tests for the detection of antibodies against severe acute respiratory syndrome due to coronavirus 2 (SARS-CoV-2). For this reason, the Serology Laboratory and the Residence of Clinical Biochemistry of Hospital Garrahan developed the first Alternative Pilot Programme for external quality assessment for SARS-CoV-2 serology in Argentina, aimed at comparatively evaluating the actuaperformance of the available methods of the participants using different anti-SARS-CoV tests in order to ensure reliable and clinically useful results. The scheme consisted of 4 deliveries with 5 samples each throughout the second semester of 2020, with variable reactivity against SARS-CoV-2 in which total antibodies, IgG and IgM were evaluated. Twenty one public and private laboratories participated in the Province and the City of Buenos Aires for free. The methodology applied and the results were informed. At the end of each delivery, individual reports were sent and a final global report was made with the total results of the cycle. A total of 643 results were reported, 239 for anti-SARS-CoV-2 IgM, 365 for IgG and 39 for total antibodies. There was greater agreement in the anti-SARS-CoV-2 IgG methodologies than in IgM. ELISA/COVIDAR was the most frequently used methodology for IgG and ELFA/bioMérieux for IgM. The spectrum of methodologies was wide. The programme was useful to ensure the quality of the results, providing the participants with the necessary framework to issue reliable and harmonised results.

Resumo Para o controle da pandemia de COVID-19, é imprescindível a existência de testes confiáveis para a detecção de anticorpos anti síndrome respiratória aguda grave por coronavírus 2 (SARS-CoV-2). Por esse motivo o Laboratório de Sorologia e a Residência de Bioquímica Clínica do Hospital Garrahan desenvolveram o primeiro Programa Piloto Alternativo de avaliação externa da qualidade para sorologia de SARS-CoV-2 na Argentina, com o objetivo de avaliar comparativamente o desempenho dos métodos disponíveis dos participantes para garantir resultados confiáveis e clinicamente úteis. O esquema consistiu em 4 remessas com 5 amostras cada uma, com reatividade variável contra SARS-CoV-2 em que foram avaliados anticorpos totais, IgG e IgM. Participaram 21 laboratórios públicos e privados da Província e da Cidade de Buenos Aires que participaram em forma gratuita. Eles relataram a metodologia utilizada e os resultados. Ao final de cada entrega, foram enviados relatórios individuais e foi feito um relatório final global com os resultados totais do ciclo. Ele foi realizado ao longo do segundo semestre de 2020. Um total de 643 resultados foram relatados, 239 de anti-SARS-CoV-2 IgM, 365 de IgG e 39 de anticorpos totais. Foi observada maior concordância nas metodologias anti-SARS-CoV-2 IgG do que nas IgM. ELISA/COVIDAR foi a metodologia mais utilizada para IgG e ELFA/bioMérieux para IgM. O espectro de metodologias foi amplo. O programa foi útil para garantir a qualidade dos resultados, proporcionando aos participantes o enquadramento necessário para a emissão de resultados confiáveis e harmonizados.

Assessment of antinuclear antibodies (ANA): National recommendations on behalf of the Croatian society of medical biochemistry and laboratory medicine.

Antinuclear antibodies (ANA) represent a family of autoantibodies targeting ubiquitous cellular constituents and are a hallmark of systemic inflammatory autoimmune rheumatic diseases named connective tissue diseases (CTD). The gold standard method for ANA determination is indirect immunofluorescence (IIF) on the human laryngeal epidermoid carcinoma cell line type 2 substrate (HEp-2), but with increasing demand for ANA testing, novel methods eased for automation emerged, which allows testing by staff less experienced in this specific field of laboratory diagnostic. In 2016 The working group (WG) for laboratory diagnostics of autoimmune diseases as part of the Committee for the Scientific Professional Development of the Croatian Society of Medical Biochemistry and Laboratory Medicine (CSMBLM) published the data of a survey regarding general practice in laboratory diagnostics of autoimmune diseases in Croatia. Results indicated high diversity in the performance of autoantibody testing as well as reporting of the results and indicated the need of creating recommendations for the assessment of ANA that would help harmonize diagnostics of systemic autoimmune rheumatic diseases in Croatia. This document encompasses twenty-seven recommendations for ANA testing created concerning indications for ANA testing, preanalytical, analytical, and postanalytical issues, including rational algorithm and quality control assurance. These recommendations are based on the relevant international recommendations and guidelines for the assessment of ANA testing and relevant literature search and should help to harmonize the approach in ANA testing and clarify differences in interpretation of the results obtained using different methods of determination.

A beginner's guideline for low-cost 3D printing of macromolecules usable for teaching and demonstration.

The structure and function of biomolecules relationship is the hallmark of biochemistry, molecular biology, and life sciences in general. Physical models of macromolecules give students the possibility to manipulate these structures in three dimensions, developing a sense of spatiality and a better understanding of key aspects such as atom size and shape, bond lengths and symmetry. Several molecular model systems were developed specifically to represent particular classes or groups of molecules and hence lack the flexibility of a universal solution. Three-dimensional printing could nevertheless provide such a universal solution, as it can be used to create physical models of biomolecular structures based on the teacher's or demonstrator's needs and requirements. Here, insulin was used as a model molecule and several depiction and printing parameters were tested in order to highlight the technical limitations of the approach. In the end, a set of settings that worked is provided which could serve as a starting point for anyone wishing to print his or her own custom macromolecular model on the cheap.

A simple and cost-effective protocol for high-yield expression of deuterated and selectively isoleucine/leucine/valine methyl protonated proteins in Escherichia coli grown in shaker flasks.

A simple and cost-effective protocol is presented for expression of perdeuterated, Ile/Leu/Val 1H/13C methyl protonated proteins from 100 ml cultures in M9 ++ /D2O medium induced at high (OD600 ~ 10) cell density in shaker flasks. This protocol, which is an extension of our previous protocols for expression of 2H/15N/13C and 1H/13C labeled proteins, yields comparable quantities of protein from 100 ml cell culture to those obtained using a conventional 1 L culture with M9/D2O medium, while using three-fold less α-ketoisovaleric (1,2,3,4-13C4; 3,4',4',4'-d4) and α-ketobutyric (13C4; 3,3-d2) acid precursors.

Exploration of the scientific papers and self-assessment of students using the COVID-19 case on biochemistry course.

The coronavirus disease 2019 (COVID-19) pandemic is a case that can be used as a biochemistry learning resource in relation to the topic of viruses. Learning to use cases will be effective if students are assigned to produce reports, articles, or other scientific papers. Self-assessment can be used to assess the competencies that have been learnt in the writing process. This study aims to analyze the scientific papers and self-assessment of students using the COVID-19 pandemic case. It includes qualitative research with scientific paper and self-assessment questionnaire analyses. The research sample was chemistry education study program students (N = 57) following biochemistry course, out of a population of 87 students. The results show that the students have a good understanding of explaining COVID-19. Self-assessment analysis shows that 80% of the students responded positively to eight statements; those who gave positive responses to each questionnaire statement were able to produce scientific papers. Good self-assessment is in line with the ability of students to compile good scientific papers.

[Basic knowledge about healthy eating in medical graduates]. / Conocimientos básicos sobre alimentación saludable en egresados de medicina.

INTRODUCTION: Introduction: the promotion of a healthy lifestyle is an imperative need to both reduce the risk of non-communicable diseases associated with lifestyle, and prevent their progression. Objective: to evaluate the basic knowledge about healthy eating of a cohort of graduates from medical school. Method: a descriptive research was conducted through a review of the inclusion of a nutrition subject matter in the curriculum of medical schools. A food knowledge questionnaire was administered to 80 physicians at the first level of care who had graduated five years before the research. Results: the correct answers to the questionnaire obtained on average 64.96 points out of a possible score of 113. There was a weak association between scores for "diet-disease relationship" and "source of nutrition" (p = 0.016). In the curriculum of the reviewed medical schools, biochemistry courses are privileged over nutrition courses. The nutrition courses imparted in medical schools do not have a minimum of hours, and are not structured to train health promotion capabilities. The participants had low scores in all areas. Conclusions: it is necessary that nutrition courses be reconfigured to face the pandemic of non-communicable diseases and their consequences both in patients and in health systems.

INTRODUCCIÓN: Introducción: la promoción del estilo de vida saludable es una necesidad imperativa tanto para disminuir el riesgo de enfermedades no transmisibles asociadas al estilo de vida como para evitar su progresión. Objetivo: evaluar los conocimientos básicos sobre alimentación saludable de una cohorte de egresados de una escuela de medicina. Métodos: se realizó una investigación descriptiva a través de una revisión de la inclusión de la asignatura de nutrición en el currículo de las escuelas de medicina. Se aplicó un cuestionario de conocimientos sobre alimentos a 80 médicos de servicio en el primer nivel de atención, con egreso y titulación cinco años antes de la exploración. Resultados: las respuestas correctas al cuestionario tuvieron, como promedio, 64,96 puntos de los 113 posibles. Hubo asociación débil entre los aciertos de "relación dieta-enfermedad" con "fuente de nutrimentos" (p = 0,016). En el currículo de las escuelas de medicina revisadas se privilegian los cursos de bioquímica sobre los de nutrición. Los cursos de nutrición de las escuelas de medicina no cumplen el mínimo de horas y no se organizan para formar capacidades de promoción de la salud. Los participantes obtuvieron un bajo nivel de aciertos en todas las áreas. Conclusiones: es necesario reconfigurar los cursos de nutrición para afrontar la pandemia de enfermedades no transmisibles y sus consecuencias tanto en los pacientes como en los sistemas de salud.

Combining Environmental and Economic Performance for Bioprocess Optimization.

Biochemical production faces economic and environmental challenges that need to be overcome to enable a viable and sustainable bioeconomy. We propose an assessment framework that consistently combines environmental and economic indicators to support optimized biochemical production at early development stages. We define internally consistent system boundaries and a comprehensive set of quantitative indicators from life cycle assessment (LCA) and techno-economic assessment (TEA) to combine environmental and economic performance in a single score. Our framework enables the identification of trade-offs across environmental and economic aspects over the entire biochemical life cycle. This approach provides input for the optimization of future biochemicals in terms of overall sustainability, to overcome prevailing obstacles in the development of biochemical production processes.

Assessment of students' external representations of mmCIF entries and their biochemical knowledge.

An assessment was developed using entries from the macromolecular Crystallographic Information File that was given to students in an upper level bioinformatics class at the end of the semester during a 2½ hour time period. Although all students completed the same questions, they were assessed on an individual protein they had worked on during the semester in the situated learning of the classroom as they completed computer-based tutorials and exercises using internet sources. The students' difficulties with the external representation of their protein were: not following directions, not understanding how to use the computational software, or a lack of knowledge about their protein. The students also were required to answer questions that required biochemical knowledge. The difficulties they experienced during the assessment can be attributed to factors, such as, their reasoning ability, understanding of the concepts, and the external representations of their protein. © 2018 International Union of Biochemistry and Molecular Biology, 46(6):634-643, 2018.

Breath water-based doubly labelled water method for the noninvasive determination of CO2 production and energy expenditure in mice.

We explored a novel doubly labelled water (DLW) method based on breath water (BW-DLW) in mice to determine whole body CO2 production and energy expenditure noninvasively. The BW-DLW method was compared to the DLW based on blood plasma. Mice (n = 11, 43.5 ± 4.6 g body mass (BM)) were administered orally a single bolus of doubly labelled water (1.2 g H218O kg BM-1 and 0.4 g 2H2O kg BM-1, 99 atom% (AP) 18O or 2H). To sample breath water, the mice were placed into a respiration vessel. The exhaled water vapour was condensed in a cold-trap. The isotope enrichments of breath water were compared with plasma samples. The 2H/1H and 18O/16O isotope ratios were measured by means of isotope ratio mass spectrometry. The CO2 production (RCO2) was calculated from the 2H and 18O enrichments in breath water and plasma over 5 days. The isotope enrichments of breath water vs. plasma were correlated (R2 = 0.89 for 2H and 0.95 for 18O) linearly. The RCO2 determined based on breath water and plasma was not different (113.2 ± 12.7 vs. 111.4 ± 11.0 mmol d-1), respectively. In conclusion, the novel BW-DLW method is appropriate to obtain reliable estimates of RCO2 avoiding blood sampling.

Anticipated learning outcomes for a biochemistry course-based undergraduate research experience aimed at predicting protein function from structure: Implications for assessment design.

Several course-based undergraduate research experiences (CUREs) have been published in the literature. However, only limited attempts have been made to rigorously identify the discovery-type research abilities that students actually develop during such experiences. Instead, there has been a greater focus on technical or procedural-type knowledge or general CURE skills that are too comprehensive to effectively assess. Before the extent of discovery-type learning outcomes can be established in students (termed verified learning outcomes or VLOs), it is important to rigorously identify the anticipated learning outcomes (ALOs) and to then develop student assessments that target each ALO to reveal the nature of such student learning. In this article we present a matrix of 43 ALOs, or course-based undergraduate research abilities (CURAs), that instructors anticipate students will develop during a recently-developed biochemistry CURE focusing on the prediction of protein function from structure. The CURAs were identified using the process for identifying course-based undergraduate research abilities (PICURA) and classified into seven distinct themes that enabled the characterization of the CURE and a comparison to other published inventories of research competencies and CURE aspects. These themes and the CURE protocols aligning to the CURAs were used to form the ALO matrix that was, in turn, used to inform the design of an assessment that revealed evidence that a student had developed some of the targeted CURAs. Future research will focus on further assessment development that targets other identified CURAs. This approach has potential applications to other CUREs both in biochemistry and other science disciplines. © 2018 International Union of Biochemistry and Molecular Biology, 46(5):478-492, 2018.

Creative use of analytical techniques and high-throughput technology to facilitate safety assessment of engineered nanomaterials.

With the rapid development and numerous applications of engineered nanomaterials (ENMs) in science and technology, their impact on environmental health and safety should be considered carefully. This requires an effective platform to investigate the potential adverse effects and hazardous biological outcomes of numerous nanomaterials and their formulations. We consider predictive toxicology a rational approach for this effort, which utilizes mechanism-based in vitro high-throughput screening (HTS) to make predictions on ENMs' adverse outcomes in vivo. Moreover, this approach is able to link the physicochemical properties of ENMs to toxicity that allows the development of structure-activity relationships (SARs). To build this predictive platform, extensive analytical and bioanalytical techniques and tools are required. In this review, we described the predictive toxicology approach and the accompanying analytical and bioanalytical techniques. In addition, we elaborated several successful examples as a result of using the predictive approach.