The recent growth of biotechnology requires a wide range of expertise within the industry. Education is the primary platform for students to gain information and knowledge on biotechnology. In Malaysia where biotechnology is relatively new, education programs and courses must be tailored to meet the demands of the industry. A combination of theoretical knowledge as well as practical and industrial training is essential to ensure graduates are prepared for their career in the fields of biotechnology. Results from this study show that university students lack literacy on biotechnology information and access to facilities provided by the universities. This may be a significant contributing factor to the lack of knowledge and information amongst graduates. Furthermore comparative analysis on the biotechnology program in Malaysian universities with that of other countries show the need to restructure the program by offering more specialized courses as well as soft skills and business subjects. This is to meet the demands of the related professionals as well as the various branches that exist in the biotechnology industry.
The fundamental mechanism of biochemistry lies on the reaction kinetics, which is determined by the reaction pathways. Interestingly, the reaction pathway is a challenging concept for undergraduate students. Experimentally, it is difficult to observe, and theoretically, it requires some degree of physics knowledge, namely statistical and quantum mechanics. However, students can utilize computational methods to study the reaction kinetics without paying too much attention but not wholly neglecting the comprehension of physics. We hereby provided an approach to study the reaction kinetics based on density-functional calculations. We particularized the study of the isomerization case involving five molecules at three different temperatures and emphasized the importance of the transition state in the study of reaction kinetics. The results we presented were in good agreement with the experiments and provided useful insights to assist students in the application of their knowledge into their research.
Many universities resort to online teaching due to COVID-19 pandemic. It is a challenging endeavor, especially in Molecular Biology courses that require lab access. Mock grant application roleplay is one alternative to lab-based activities. Students are engaged in three aspects: (i) targeted literature review, (ii) research proposal writing and (iii) 5-min project pitching. The design of this module is flexible and, other lab-based courses can adopt it. This module encourages undergraduate students to explore the lab techniques they learnt and concisely present their research proposal.
Laboratory pedagogy is moving away from step-by-step instructions and toward inquiry-based learning, but only now developing methods for integrating inquiry-based writing (IBW) practices into the laboratory course. Based on an earlier proposal (Science 2011;332:919), we designed and implemented an IBW sequence in a university bioinformatics course. We automatically generated unique, double-blinded, biologically plausible DNA sequences for each student. After guided instruction, students investigated sequences independently and responded through IBW writing assignments. IBW assignments were structured as condensed versions of a scientific research article, and because the sequences were double blinded, they were also assessed as authentic science and evaluated on clarity and persuasiveness. We piloted the approach in a seven-day workshop (35 students) at Perdana University in Malaysia. We observed dramatically improved student engagement and indirect evidence of improved learning outcomes over a similar workshop without IBW. Based on student feedback, initial discomfort with the writing component abated in favor of an overall positive response and increasing comfort with the high demands of student writing. Similarly, encouraging results were found in a semester length undergraduate module at the National University of Singapore (155 students).
This study presents an evaluation of integrating virtual laboratory simulations in assessment design of a biotechnology course at Taylor's University in Malaysia before, during and post-COVID recovery phases. The purpose was to investigate how virtual laboratory simulations were integrated as part of the assessments of a practical-embedded course-the aim being to evaluate students' acceptance and perception of using virtual simulation. A total of 46 students, across three different study cohorts (August 2019, March 2020, and August 2020) were evaluated different educational aspects of using virtual laboratory cases in a 4-week course within Animal Biotechnology. Overall, students regarded virtual laboratory simulation useful as part of their learning, and there is a significant increase in the level of acceptance before, during and post-COVID recovery phases. The study showed that across the different study cohorts, students perceived their confidence level in laboratory skills have been enhanced and that they can apply the skills in real-life situation. Interestingly, students (March and August 2020 cohort) who have not been exposed to the related laboratory session still perceived that the simulated activity provides clear explanation and realistic experience. Furthermore, it had been highlighted across the study cohorts that the quiz questions helped to enhance their understanding on the underlying principles of the laboratory techniques. The overall conclusion of this study was that structured simulation-based activities which provide clear instructions and explanation would support significant improvements in students learning.
This article reports a session from the virtual international 2021 IUBMB/ASBMB workshop, "Teaching Science on Big Data." The awareness of using publicly available research data sets for undergraduate training is low in certain parts of the world. Final year projects always revolve around wet-lab based projects. The challenges occur during COVID-19 pandemic when it forces full lockdown to the nation, but at the same time faculty members need to provide consistent training to the students and projects to work with. We aim to identify supervisors in the faculty that are ready to convert their proposed project from wet-lab to an online-based project. As coordinators of the course we created an online survey to identify projects that can be converted into dry-lab/online projects. Our surveys identified only 32.5% projects implemented dry-lab/online based projects. Most academicians described that they are not ready or familiar to apply changes for their research design. With the unknown future of the world living with COVID-19 and directional changes of life science research toward big data driven research indeed we should be ready to adopt such changes. Awareness on reusing public data sets as tools for research should be provided to strengthen undergraduate training. Life science undergraduates should be exposed to reusing public data sets as these materials are readily available case studies that allow in depth exploration to answer specific research questions. Members of the faculty should take part to pave the way for them, ensuring that they understand that life science research revolves around a multidisciplinary field.
Relative quantification is a popular analysis in gene expression studies using quantitative real-time PCR (qPCR). However, the calculation steps using the major algorithms for this analysis are rather complicated. In this study, we developed an easy-to-use spreadsheet-based method for relative quantification. The inputs from end-users are the efficiencies of both target and reference genes and the Cq values of those genes from cases and controls. This method performed normalization (with one or more reference genes), calculation of fold change of gene expression, and statistical analysis to analyze the difference between the groups in a step-by-step manner, which would allow the end-users to understand how the analysis arrived at the conclusion. Four previously published data sets with different experimental designs were used as examples. The calculated results were concordant with the results computed by the Relative Expression Software Tool (REST) 2009, a popular tool for relative quantification. Altogether, our method, which offers easy-to-understand calculation steps and does not require specialized instruments, software, or expertise to operate, would be a useful tool for students, educators, and scientists in the field of molecular biology.
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.
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.