Participation of Undergraduate Students in a Controlled Feeding Study with Metabolomics Analysis to Enhance Learning of Metabolism
Participation of Undergraduate Students in a Controlled Feeding Study with Metabolomics Analysis to Enhance Learning of Metabolism
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DOI：
10.1021/acs.jchemed.0c00028
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发表时间：
2020-06-09
影响因子：
3
通讯作者：
Fanter, Rob K.
中科院分区：
文献类型：
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作者：
La Frano, Michael R.;Amin, Samir;Fanter, Rob K.
代谢组学是对生物体液和组织中代谢物的大规模研究，提供了在广泛的背景下观察代谢变化的能力。传统上，营养代谢教育侧重于使用教科书的理论。本研究的目的是评估让学生参与利用代谢组学分析进行喂养研究以增强学习的有效性。该研究由两组（n = 19/组）营养代谢学生组成：(1) 12 小时空腹抽血和 (2) 早餐后 2 小时餐后抽血。使用超高效液相色谱串联四极杆质谱代谢组学分析对血浆样品进行分析。学生完成课前和课后调查问卷，以评估活动的教育兴趣和有效性。喂养干预、样本和数据分析在学季的前 5 周内完成。血浆中鉴定出的 221 种代谢物包括能量途径中间体、甘油三酯、胆汁酸、氨基酸和酰基肉碱。结果定期在讲座中呈现，并通过互动小组活动进行讨论。课程考试包括要求解释观察到的学习结果的问答题。指定的项目需要将研究结果纳入综合代谢途径图。课后调查问卷表明，除了增加个人对课程的投入和对课程的兴趣以及研究知识之外，喂养研究的纳入还增强了相关学科材料的学习。总之，让学生参与大学讲座课程中利用代谢组学的研究可以提高学生对新陈代谢的学习。
Metabolomics, the large-scale study of metabolites in biological fluids and tissues, offers the ability to observe metabolic changes in a broad context. Traditionally, nutritional metabolism education has focused on theory using textbooks. The objective of this study was to assess the effectiveness of involving students in a feeding research study using metabolomics analyses for the purpose of enhancing learning. The study consisted of two groups (n = 19/group) of nutrient metabolism students: (1) 12 h fasting blood draw and (2) 2 h postprandial blood draw following a breakfast meal. Plasma samples were analyzed using ultraperformance liquid chromatography tandem quadrupole mass spectrometry metabolomics assays. Pre- and postcourse questionnaires were completed by students in order to assess the educational interest in and effectiveness of the activity. The feeding intervention, sample, and data analysis were completed within the first 5 weeks of the academic quarter. The 221 metabolites identified in the plasma included energetic pathway intermediates, triglycerides, bile acids, amino acids, and acylcarnitines. Results were periodically presented in lecture and discussed using interactive group activities. Course exams included essay questions requiring explanation of observed study results. An assigned project required inclusion of study results within an integrated metabolic pathway map. Postcourse questionnaires indicated that inclusion of the feeding study enhanced learning of the relevant subject material, in addition to increasing personal investment in and excitement about the course, and knowledge of research. In conclusion, involving students as participants in research that utilizes metabolomics in university lecture courses may improve student learning of metabolism.