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.

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.

The impact of a story on learning ketone body metabolism.

Biochemistry is a core subject in the cross-disciplinary training on Biotechnology engineering courses. Metabolic pathways teaching has traditionally integrated hands-on laboratory experiences and traditional lectures, which detail a large number of reactions at a molecular level, their enzymes and regulation. The current scenario of Covid-19 outbreak have motivated the development of complementary tools that expand the horizon of metabolism teaching. In this study, we employed a story-based methodology to strengthen the metabolic pathways learning and to measure students' perception. Specifically, a peer-reviewed tale describing the ketone body metabolism was used during five semesters as a didactic strategy to teach this biochemical process. A questionnaire assessed the students' understanding and acceptance of the methodology (n = 83). Our findings showed that a high proportion of students (83.13%) were able to relate the story to the topics studied in the classroom (ketogenesis and ketolysis). On the other hand, they were satisfied and suggested that such methodology is effective and fun. In summary, most of the survey responses related to acceptance of story-based strategy ranged from 72% to 97%. Collectively, these results indicated that the story is appropriate to decomplex pathways, becoming a simple tool for driving motivation, learning and engagement of students. The narrative represents a bridge to connect the intriguing series of chemical reactions involved in the anabolism and degradation of 3-hydroxybutyrate (3-OHB), acetoacetate, and acetone with previously learned knowledge, emotions, and key concepts. In conclusion, the tale was useful to decode ketone body-related pathways and making metabolism learning more interesting and easier.

Abordagem integrativa na prática de bioquímica: do laboratório à clínica / Integrative approach in biochemistry practice from laboratory to clinic

Objetivou-se relatar a experiência de discentes e docentes diante da aplicação de ferramentas de metodologia ativa para a integração dos temas de Bioquímica com os das disciplinas do eixo clínico-profissional. Inicialmente, as subturmas da aula prática foram divididas em equipes de trabalho. Os alunos receberam um protocolo contendo objetivos, princípios gerais e procedimentos na semana anterior à aula prática. Nos dias das aulas de "Preparo de Soluções" e "Capacidade Tamponante", um artigo científico relativo à Odontologia foi entregue para leitura e discussão em grupo. Como atividade prática, as equipes recebiam um desafio relacionado ao artigo e que exigiria aplicação dos objetivos de aula. Esta experiência demonstrou que a metodologia ativa pode funcionar como facilitadora para uma abordagem contextualizada e integrada da Bioquímica, refletindo em maior engajamento e rendimento dos alunos, além de contribuir para um aprendizado significativo (AU).

El objetivo fue relatar la experiencia de estudiantes y profesores en cuanto a la aplicación de herramientas metodológicas activas para la integración de los temas de Bioquímica con los de las disciplinas del eje clínico-profesional. Inicialmente, las subclases de la clase práctica se dividían en equipos de trabajo. Los estudiantes recibieron un protocolo con objetivos, principios generales y procedimientos en la semana anterior a la clase práctica. En los días de las clases de "Preparación de Soluciones" y "Capacidad Amortiguadora", se entregó un artículo científico relacionado con la Odontología para lectura y discusión en grupo. Como actividad práctica, los equipos recibieron un reto relacionado con el artículo y que requería la aplicación de los objetivos de clase. Esta experiencia demostró que la metodología activa puede funcionar como facilitadora de un abordaje contextualizado e integrado de la Bioquímica, reflejándose en un mayor compromiso y desempeño de los estudiantes, además de contribuir al aprendizaje significativo (AU).

The objective was to report the experience of students and professors regarding the application of active methodology tools aimed at integrating Biochemistry themes with those of the disciplines from the clinical-professional axis. Initially, subgroups forthe practical class were divided into work teams. The students received a protocol containing objectives, general principles and procedures the week before the practical class. On the days of the "Preparation of Solutions" and "Buffering Capacity" classes, a scientific article related to Dentistry was delivered for group reading and discussion. As a practical activity, the teams received a challenge related to the article,which would require application of the class objectives. This experience demonstrated that the active methodology can work as a facilitator for a contextualized and integrated approach to Biochemistry, reflecting in greater engagement and student performance, in addition to contributing to meaningful learning (AU).

An online course on applied biochemistry and molecular biology through case-based learning.

An undergraduate online course on Applied Biochemistry and Molecular Biology was developed through different formats of case study that included lecture, class discussion, small-groups discussion, and individual work. Cases covering health, biotechnology, agriculture, and other issues were developed or adapted from the literature to reach the desired learning goals. Multiple web resources were employed for information integration that were presented and discussed in the synchronous sessions and assignments. Formative and summative assessment was achieved through multiple-choice questionnaires, exams, and homework assignments.

An experimental protocol for molecular biology lab at an Amazonian University.

Laboratory-based practical classes are an essential component in teaching molecular biology for undergraduate students. Universidad Regional Amazonica Ikiam is a higher education institution located in the Ecuadorian Amazon rainforest, a high biodiversity place, including amphibians. Based on this, we have established a practical molecular biology program with eight sessions that contextualize the biodiverse surroundings of the University. This program stimulates synchronization of information between theory and practice and improves research skills. During these sessions, students are motivated to identify and characterize antimicrobial peptides from Ecuadorian frog skin secretions, using molecular biology techniques and biochemistry and microbiology knowledge. This practical course was held twice with a total of 56 students from the fifth semester of the biotechnology engineering. The evaluation of the practical program was carried out through a questionnaire applied to students using the Likert scale. Overall, this form of teaching had high receptivity and presented benefits for student learning. Interestingly, 80% of respondents strongly agreed that this course provided tools and knowledge for the development of their undergraduate dissertation. Therefore, practical courses tailored to the student's context can stimulate student learning and interest. Additionally, this experimental methodology is interdisciplinary and can be applied to other research fields and subjects.

Case study: Perspectives on the use of LEGO® bricks in the biochemistry classroom.

The use of LEGO® bricks in the higher education classroom has increased in the last two decades. This is no different in the STEM classroom and several disciplines, including physics, chemistry, and biology, have all made use of LEGO® bricks in some way to create models for active learning activities. Currently, the discipline to make the greatest use of LEGO® bricks is chemistry; only limited examples exist in biochemistry and the molecular life sciences. Here, we present the use of a LEGO® brick modelling activity in the introductory biochemistry classroom during the teaching of metabolism. We present student comments on the activity and the models that were generated by the students. Additionally, we focus on other instructor and project student-designed models for the teaching of ATP synthesis, gene regulation and restriction digestion. Interestingly, both the gene regulation and restriction digest activities were generated with the help of undergraduate students or recent graduates, by applying a backward design approach. This case study seeks to encourage more molecular life science educators to adopt the use of LEGO® bricks in their classrooms to engage in more active learning.

Interactive Metabolism, a simple and robust active learning tool that improves the biochemistry knowledge of undergraduate students.

Advances in physiology and other fields are strongly associated with a solid base knowledge of biochemistry and cell metabolism. On the other hand, the complex and abstract nature of metabolic pathways, the traditional lecture method, and other factors made the teaching-learning process of biochemistry a challenging endeavor. To overcome this, we developed and tested a novel active learning tool called Interactive Metabolism (iM-tool). The iM-tool was developed with simple and low-cost materials. We used it for interactive teaching of several metabolic pathways and physiological mechanisms for students enrolled in the Biochemistry subject belonging to different undergraduate courses. The results of evaluation tests showed that the iM-tool significantly (ANOVA, P < 0.01) and consistently improved the biochemistry knowledge of students in classrooms with up to 50 students for 7 different and consecutive academic semesters. A survey intended to mine students' opinions on the tools showed significant satisfaction with the teaching using the iM-tool over traditional lecture-based teaching, and the iM-tool contributed to collaborative learning among students. Therefore, our results showed that the iM-tool improves the biochemistry and cell metabolism teaching-learning process in a more attractive and interactive manner.

[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.

Virtual protein quantification laboratory enhancing online teaching.

Virtual laboratory simulations can contribute to the educational objectives related to practical classes, especially in situations of online or hybrid teaching. We present a proposal for laboratory activity involving the quantification of proteins with the biuret reaction and measurement by visible light spectrometry. The student will be able to develop the procedures and obtain the absorbance values for calculations and discussions using the ProtVirt software, integrating its use with the teacher's pedagogical proposal.

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

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

Análise bioquímica da saliva de pacientes com deficiência cognitiva e física como estratégia de aula prática de Bioquímica no curso de Odontologia / Biochemical analysis of the saliva of patients with cognitive and physical disabilities as a practical Biochemistry class strategy in the Dentistry course

Diante da importância do ensino de Bioquímica na formação do futuro cirurgião-dentista, o objetivo é apresentar uma estratégia pedagógica que possibilita a articulação dos conceitos moleculares básicos da disciplina no entendimento da complexidade das doenças bucais e sistêmicas, por meio da análise bioquímica da saliva de pacientes com deficiência cognitiva e física do Centro de Assistência Odontológica à Pessoa com Deficiência (CAOE) da Faculdade de Odontologia de Araçatuba-Universidade Estadual Paulista(UNESP).Para tanto, grupos de cinco estudantesrealizaram as análises na saliva, coletada por um cirurgião-dentista doCAOE. Imediatamente após a coleta, foi determinado o fluxo salivar, pH e a capacidade tamponante. Na sequência, a saliva foi centrifugada, fracionada e armazenada a -20 °C até o momento das análises bioquímicas. Durante as aulas práticas, realizaram-se os seguintes ensaios, utilizando kitscomerciais: proteína total, α-amilase, fosfatase alcalina, ácido úrico, glicose, aspartato aminotransferase, cálcio e fósforo. Ao final do ano letivo, os estudantes apresentaram relatório contextualizando os resultados com a saúde bucal e sistêmica do paciente. Plantões de dúvidas com monitores e professores auxiliaram na interpretação da ficha de anamnese e nas correlações dos parâmetros clínicosbucais e sistêmicos. Para os estudantes ingressantes, foi a primeira oportunidade de integrar o conhecimento teórico às condições clínicas de um paciente. Conclui-se que a estratégia adotada é viável e pode beneficiar educadores que buscam alternativas que permitam a integração das ciências básicas e clínicas ao ensino de Bioquímica para a Odontologia (AU).

Given the importance of teaching biochemistry in dental surgeon trainingcourses, the objective was to present a pedagogical strategy that enables the articulation of basic molecular concepts within the subject, allowing a betterunderstanding of the complexity of oral and systemic diseases, through the biochemical analysis of saliva from patients with cognitive and physical disabilities at the Dental Assistance Center for Disabled Persons (CAOE)of the School of Dentistry, Araçatuba -São Paulo State University (UNESP).For this purpose, groups of five students analyzedthesaliva collected by a dentalsurgeon from CAOE. Immediately after collection, salivary flow, pH, and buffering capacity were determined. Subsequently, the saliva was centrifuged, fractionated, and stored at -20°C until the time of biochemical analysis. During the practical classes, using commercial kits, the samples were tested for: total protein, α-amylase, alkaline phosphatase, uric acid, glucose, aspartate aminotransferase, calcium, and phosphorus. At the end of the school year, students presented a report contextualizing the results with the patient's oral and systemic health. Tutoring sessions with monitors and teachers helped in the interpretation of the anamnesis form and the correlations of oral and systemic clinical parameters. For incoming students, this was the first opportunity to integrate theoretical knowledge with clinical perspectives.It is concluded that the adopted strategy is viable and can benefit educators who seek alternatives that allow the integration of basic and clinical sciences forteaching Biochemistry in Dentistry (AU).

An All-Inclusive and Straightway Laboratory Activity to Solve the Three-Dimensional Crystal Structure of a Protein.

X-ray crystallography provides structural information of molecules at the atomic level, being a central technique at the forefront of science and technology. However, crystallography teaching is not usually implemented in biochemistry lab classes due to its complex execution by nonexpert users. Here, we report the basic step-by-step workflow performed by crystallographers in order to solve the three-dimensional structure of a protein. All these activities were executed in a course for Latin-American graduate students with no previous knowledge on X-ray crystallography entitled "Crystallography in Structural Biology: why do we need a protein crystal, and how do we get it?." We would like to share our experience with the educational research community, with the main purpose being to enrich teaching in biochemistry and structural molecular biology by performing a series of interesting laboratory and computer experiments. © 2019 International Union of Biochemistry and Molecular Biology, 47(6):700-707, 2019.

All-around management of a fungal isolate obtained from cheese spoilage as an environmental source: Direct approach from an undergrad student to a biotechnological characterization.

In this work, we present the results of an undergrad student from the perspective of its first approach as a principal researcher in a project. In order to gain practical experience, one of the options for students that have interest in pursuing a postgraduate program corresponds to a research stay in a laboratory of their selected field conducting a project for a period of 6 months. In this particular project, a fungal sample was isolated from Parmesan cheese spoilage and its enzymatic activity evaluated. Using simple and standardized protocols, the student was capable of identifying a possible biotechnological application for the isolate by detecting and categorizing the lipolytic activity. Through microculture characterization in potato dextrose agar (PDA) the genus of the sample was determined as Penicillium and confirmed by molecular analysis of the ITS1 and ITS4 regions. In order to examine comprehensively the potential of the new isolate, the extracellular and intracellular enzymatic activities were analyzed as well as four methods of cell rupture. From these results, sonication was determined as the best technique with 211 U/L as a maximum lipolytic value. To finalize the evaluation of the sample, the student determined the optimal pH and temperature as well as the thermotolerance of the crude extract obtaining a residual activity of 13% after 60 minutes of incubation at 45 °C. Upon conclusion of the research we could recognize that through a direct characterization of a fungal isolate using techniques that are widely known, the student was capable of determining and value one of the most interesting capabilities fungi has to offer; enzymatic activity, and that the knowledge obtained from established protocols enables and encourages the students to correlate the source from where they were obtained with potential biotechnological applications. © 2019 International Union of Biochemistry and Molecular Biology, 47(6):681-688, 2019.

Teaching metabolism with scientific articles: A new approach.

Scientific articles have been explored as a didactic resource in the teaching of Biochemistry, as well as in other areas of science. This teaching strategy contributes to the learning and understanding of specific concepts, and development of the skills, necessary for the research training of students. The present study investigated the use of scientific articles in the Topics in Metabolism course, which was offered to Biochemistry graduate students, at the University of São Paulo. Instead of lectures and seminars, two main activities were used: directed study (DS) and discussion groups (DG). Both utilized and explored high impact publications with a recognized quality of intellectual production. In this active learning environment, the objective was to evaluate the perception of the students regarding the teaching strategy, and the level of effort each student expended to understand the course material. Data collection involved using the responses to open and closed questions, from two questionnaires. Then the Pirouette software was employed to perform the Hierarchical Cluster Analysis (HCA). The results indicated that 78% of the students had a positive perception of the teaching strategy and struggled less to understand the course material. On the other hand, 22% of the students had a less positive perception of the strategy and displayed a less intense course engagement. Ultimately, the results presented in the present study indicate that the adoption of this teaching strategy can help graduate students to develop the ability to read critically and thoroughly understand scientific materials, which are fundamental skills for future researchers. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):85-92, 2018.

Computational strategy for visualizing structures and teaching biochemistry.

Computational techniques have great potential to improve the teaching-learning. In this work, we used a computational strategy to visualize three-dimensional (3D) structures of proteins and DNA and help the student to comprehend biochemistry concepts such as protein structure and function, substrate, and inhibitors as well as DNA structural features. The practical classes included tutorials to be done in the computer using structures from Protein Data Bank and a free 3D structure visualization software, Swiss PDB Viewer. The activity was done with 76 students from biology and pharmacy undergraduate courses. Questionnaires were administered to evaluate the knowledge regarding specific biochemistry contents before and after the activity and the opinion of the students. An overall increased percentage of correct answers post-classes (75.91%) were observed in comparison to pre-classes (35.53%). All the students indicated that it could contribute to the learning of DNA and protein structure contents; approximately 90% stated that it enables structures visualization or makes the learning and understanding easier. Therefore, the strategy has shown to be effective, allowing the contextualization of biochemistry themes and may complement theoretical classes. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):76-84, 2018.

Using fluorescent lipids contributes to the active learning of principles underlying lipid signaling.

The concepts of phospholipase activity is often taught in undergraduate biology and biochemistry classes and reinforced in laboratory exercises. However, very rarely does the design of these exercises allow students to directly gain experience in the use of modern instruments such as digital imaging systems and fluorescence spectrophotometers. The laboratory exercise described here involves the use of fluorescent lipids to evaluate phospholipase activity. Students use thin layer chromatography (TLC) to understand how lipids change under different conditions (i.e. abiotic and biotic stress). They explore strategies to separate, visualize and quantify lipids by TLC, digital imaging, and fluorometry. They also have increased opportunities for hands-on practise with experimental design, liposome sample preparation, and implementation of instrumentation commonly used by experienced researchers; all while learning and applying fundamental concepts about lipids. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):100-105, 2018.

A metabolic control analysis approach to introduce the study of systems in biochemistry: the glycolytic pathway in the red blood cell.

Metabolic control analysis (MCA) is a promising approach in biochemistry aimed at understanding processes in a quantitative fashion. Here the contribution of enzymes and transporters to the control of a given pathway flux and metabolite concentrations is determined and expressed quantitatively by means of numerical coefficients. Metabolic flux can be influenced by a wide variety of modulators acting on one or more metabolic steps along the pathway. We describe a laboratory exercise to study metabolic regulation of human erythrocytes (RBCs). Within the framework of MCA, students use these cells to determine the sensitivity of the glycolytic flux to two inhibitors (iodoacetic acid: IA, and iodoacetamide: IAA) known to act on the enzyme glyceraldehyde-3-phosphate-dehydrogenase. Glycolytic flux was estimated by determining the concentration of extracellular lactate, the end product of RBC glycolysis. A low-cost colorimetric assay was implemented, that takes advantage of the straightforward quantification of the absorbance signal from the photographic image of the multi-well plate taken with a standard digital camera. Students estimate flux response coefficients for each inhibitor by fitting an empirical function to the experimental data, followed by analytical derivation of this function. IA and IAA exhibit qualitatively different patterns, which are thoroughly analyzed in terms of the physicochemical properties influencing their action on the target enzyme. IA causes highest glycolytic flux inhibition at lower concentration than IAA. This work illustrates the feasibility of using the MCA approach to study key variables of a simple metabolic system, in the context of an upper level biochemistry course. © 2018 International Union of Biochemistry and Molecular Biology, 46(5):502-515, 2018.