Catálogo de publicaciones - revistas

<jats:title>Abstract</jats:title><jats:p>With the rapid development of multimedia technology, the student centered flipped classroom model (FCM) and massive open online courses (MOOCs) have been increasingly introduced and implemented in higher medical education. However, comparative analyses of the offline face‐to‐face FCM and completely online FCM have been rarely reported. In this study, we focused specifically on a set of flipped classrooms in which prerecorded videos were provided before class. Using the Zhihuishu platform as the major online course platform, our team built a MOOC and evaluated the teaching effectiveness of the FCM in both the offline face‐to‐face class and the online electronic live class for medical genetics education. Questionnaires, paper‐based and oral exams were used to collect data on the teaching effects of the different teaching methods. We found that student satisfaction and overall student performance in the offline FCM group was significantly higher than that in the completely online teaching group. Although online FCM allowed students to play back and review anywhere and anytime after class, students taught in offline FCM had a significantly higher degree of knowledge mastery, had a deeper understanding of theoretical knowledge, and were better at knowledge comprehensive application. The effects of their training on genetic disease clinical diagnosis and treatment skills were significantly better, and their capacity for scientific research was also significantly improved. Our research discussed the advantages of the online courses and the problems brought about by using these technologies, and it provided insight into online teaching practices in the era of internet‐based medical education.</jats:p>

<jats:title>Abstract</jats:title><jats:p>This study identified a lackluster classroom atmosphere in advanced biochemistry, characterized by low levels of active student participation in interactive communication and subpar quality of after‐class learning tasks. The issues stemmed not only from students' learning attitudes, such as insufficient attention to the curriculum, but also from the course's inherent lack of challenge. Employing flow theory, we optimized teaching content, enhanced course difficulty, reformed assessment methods, and incorporated information‐based teaching tools to redesign the instructional process. Through a questionnaire survey, students evaluated teaching effectiveness after implementation of the changes: a majority expressed satisfaction with the moderate difficulty of the course and enjoyment of the classroom instruction, and reported experiencing positive emotional flow. Peer experts commended the course, noting its lively atmosphere and the students' acquisition of both basic research methods and foundational knowledge. The findings will be used to continually enhance graduate students' innovation abilities and sense of achievement through ongoing reforms.</jats:p>

<jats:title>Abstract</jats:title><jats:p>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.</jats:p>

<jats:title>Abstract</jats:title><jats:p>The utilization of computer simulators in university education is progressively being embraced to offer students a practical exposure to industrial bioprocesses. Bioreactor computer simulators hold various advantages over conventional laboratory experiments, such as cost‐effectiveness and enhanced safety. The research objective is to assess the effectiveness of integrating bioreactor computer simulators into hybrid teaching to promote active and collaborative learning experiences and evaluate their impact on student participation and understanding. A hybrid strategy combining synchronous, face‐to‐face, and online teaching has been implemented to enhance the teaching‐learning processes in the Industrial Bioprocesses course for Biochemistry students. The simulation software BIOSTAT®T Yeast was used. This software models the production of ethanol with <jats:italic>Saccharomyces cerevisiae</jats:italic> through batch cultivation and the determination of the <jats:italic>k</jats:italic><jats:sub><jats:italic>L</jats:italic></jats:sub><jats:italic>a</jats:italic> value of a bioreactor. In the first simulation activity, students analyzed the software response based on parameter values input by the instructor, while in the second simulation activity, students autonomously used the computer simulator under the primary oversight of the instructor. The survey results indicate that the pedagogical innovation was positively received and significantly motivating for the students. Comparing student satisfaction surveys between the two simulation activities suggests that fostering student autonomy and engagement through simulation technology can improve satisfaction and learning outcomes in bioprocess education.</jats:p>

<jats:title>Abstract</jats:title><jats:p>Many studies have reported various interventions to increase critical thinking, but very few studies have examined the impact of learning in classrooms and laboratories. This study aimed to find a learning pattern (practice to theory or theory to practice) in improving students' critical thinking skills (CTs). Pre and posttest nonequivalent group design was employed in this study. Eighty preservice chemistry teachers divided 40 students in experimental class 1 and 40 in experimental class 2. A test of enzyme‐CTs was developed to measure student CTs before and after the intervention. The result showed that integrated biochemistry courses could improve students' CTs. An independent sample <jats:italic>t</jats:italic>‐test was employed, and the result showed a significant difference N‐gain students' CTs between experimental classes 1 and 2 (<jats:italic>p</jats:italic> = 0.018). It indicates that the pattern of developing CTs from practice to theory is better than theory to practice. The research result can be taken into consideration for placing biochemistry theory and biochemistry practicum in the same semester for the chemistry or chemistry education curriculum. Students can find concepts independently in practical activities and develop them in theoretical activities. Further research should analyze the discriminant factors that differentiate between students in experimental classes 1 and 2.</jats:p>

<jats:title>Abstract</jats:title><jats:p>This article details the outcome of a joint reflective approach undertaken by the authors to identify common difficulties experienced by 2nd‐year undergraduate Biochemistry students in laboratory classes. Difficulties experienced in laboratories can affect the development of hand skills, an understanding of how to correctly operate laboratory equipment and the linkage between didactic content and their experimental demonstration. These difficulties covered were identified based on their common appearance across multiple cohorts and are grouped into five broad areas. The context of the laboratory exercises is detailed and the common difficulties experienced by students are outlined. The potential causes of these difficulties are then discussed along with the approaches and strategies that were implemented to help resolve future occurrences. The approach and resources developed to address these difficulties may help other Biochemistry educators who are facing similar experiences with their undergraduate students.</jats:p>

<jats:title>Abstract</jats:title><jats:p>High‐impact practices (HIPs) are educational practices that foster student success. HIPs have not been widely used in cancer education and research despite the need for students to develop key transferable skills and cultivate social responsibility. Our study addresses this need by implementing four community‐based learning HIPs within the context of cancer education and research. Each HIP was classified as having low, moderate, or high alignment with the traits of effective HIPs. Undergraduate science students participated in one to four HIPs as a Feedback Participant, General Volunteer, Student Leader, or Cancer Undergraduate Research and Education (CURES) Class Student. We then studied the effect of these HIPs on students' development of knowledge and skills; career interest and preparedness; and social responsibility. Results from self‐reported questionnaires showed that HIPs increased students' cancer knowledge and developed their transferable and technical skills. Many students reported that these HIPs strongly impacted their career preparedness; positively influenced their interest in pursuing careers in health or biomedical sciences; and encouraged them to participate in community service activities. Thus, these findings provide new insights into the perceived benefits of HIPs in cancer education and research by undergraduate students.</jats:p>