BASIL: A biochemistry laboratory CURE with flexibility across learning modalities
BASIL: A biochemistry laboratory CURE with flexibility across learning modalities
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BASIL：生物化学实验室 CURE，具有跨学习模式的灵活性
DOI：
10.1096/fasebj.2021.35.s1.03692
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Pikaart, Michael
中科院分区：
文献类型：
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作者：
Sikora, Arthur;Craig, Paul;Goodman, Anya;Hall, Bonnie;Jones, Eric;Roberts, Rebecca;Pikaart, Michael
自2015年以来，在不同的机构的教师合作开发了一个生物化学实验室课程称为BASIL（生物化学真实科学探究实验室）。BASIL的科学目标集中在表征具有已知结构和未知功能的蛋白质的生化活性。BASIL课程（在GitHub https：//basilbiochem.github.io/basil/上免费提供）包括蛋白质功能的计算预测，蛋白质纯化以及生化活性和动力学分析的模块。我们实施的三个主要挑战包括：1）将研究培训从“学徒”模式扩展到课堂，2）将课程学习目标，活动和评估与研究目标保持一致，为生产性斗争创造最佳条件，3）学生购买。为了了解我们课程中的学生是否/如何发展实验室研究技能，我们开始评估预期的学习成果，重点是学生对蛋白质纯化实验的评价。初步评估结果显示，学习困难，并导致在教学活动的修改，包括使用模拟experiments.The基础课程的设计，有意提供灵活性，在其使用方面的顺序和范围的实验，内容，并重点，以满足预期的课程学习目标。在COVID-19大流行期间，当从传统实验室形式转换为在线或混合交付时，这种灵活性证明有利于保持学习目标。通过结合讲座和基于视频的解释，学生能够完全在线调查他们感兴趣的蛋白质。在这种形式下工作的学生报告说，他们在知识、经验和信心方面有所收获。我们确实发现，这些收益在生物信息学实验和概念中比在湿实验室中更明显。为了解决这些理解上的差距，BASIL团队目前正在开发互动在线资源。除了满足生物化学实验室课程对一套协调电子材料的短期需求外，对BASIL课程的这一调整在未来几年提供了一个有意义的远程学习选择，并可作为一个平台，在疫情过去后将优质STEM教育扩大到更多样化的学生群体。
Since 2015, a collaboration of instructors at a diverse range of institutions have developed a biochemistry laboratory curriculum known as BASIL (Biochemistry Authentic Scientific Inquiry Laboratory). Scientific objectives of BASIL focus on characterizing biochemical activities of proteins with known structure and unknown function. BASIL curriculum (freely available on GitHub https://basilbiochem.github.io/basil/) includes modules on computational predictions of protein function, protein purification, and analysis of biochemical activity and kinetics. Three main challenges for our implementation included 1) scaling of research training from the “apprentice” model to the classroom, 2) alignment of course learning objectives, activities and assessments with research goals to create optimal conditions for productive struggle, 3) student buy‐in. To understand if/how students in our course develop laboratory research skills, we began assessing anticipated learning outcomes, focusing on students’ evaluation of protein purification experiments. Initial assessment results revealed learning difficulties and led to modifications in instructional activities, including use of simulated experiments.The BASIL curriculum was intentionally designed to provide flexibility in its use in terms of sequencing and scope of experiments, content, and focus to meet desired course learning objectives. This flexibility proved beneficial in maintaining learning objectives when switching from the traditional lab format to online or hybrid delivery necessitated during the COVID‐19 pandemic. Using a combination of lecture and video based explanations students were able to investigate their protein of interest completely online. Students working in this format reported gains in knowledge, experience and confidence. We did find that these gains were more pronounced in the bioinformatic experiments and concepts than about their wet‐lab counterparts. In order to address these gaps in understanding interactive online resources are under current development by the BASIL team. In addition to addressing the short‐term need for a set of coordinated electronic materials for biochemistry laboratory courses, this adaptation of the BASIL curriculum provides a meaningful distance‐learning alternative in future years and may serve as a platform to broaden access to quality STEM education to more diverse student populations well after the pandemic has past.