Biochemistry and molecular biology techniques for person characterization

Problem Based Learning (PBL) makes use of real-life scenarios to stimulate students' prior knowledge and to provide a meaningful context that is also related to the student's future professional work. In this article, Paternity testing is presented using a PBL approach that involves a combination of classroom, laboratory, and out-of-class activities: in relation to a fictitious newborn found on the Campus, students design a PCR based protocol to determine their own genotype for two markers. Pooled class genotypes serve to calculate allelic frequencies and to assess Hardy-Weinberg equilibrium. Individual results are also evaluated for possible paternity. The goals of the activity and how each step in the process relates to learning outcomes are presented. Classroom discussions, group discussions, tutorial sessions, wiki sites, laboratory activities, and individual reports sum up the situations, in which the students' process of learning and learning outcomes can be evaluated.

mentioning

confidence: 99%

Paternity testing in a PBL environment

Casla

Zubiaga

2010

“…Educating undergraduates about current genetic testing and genomics involves novel and creative teaching practices. Several reports have suggested studying genotype polymorphisms in undergraduate courses to obtain different educational goals, for instance, monitoring genetic variation among commercial mushroom species, to practice strategies for examining molecular diversity among species , analyzing three short tandem repeats loci to illustrate paternal and maternal relatedness , or individualizing subjects for forensic analyses , to detect polymorphisms in p53 to introduce bioscience to students studying different disciplines . In a previous study, we used the same gene to explore current DNA manipulation techniques to detect mutations in the p53 gene and to discuss the ethical implications of examining these samples .…”

Section: Introductionmentioning

confidence: 99%

Detection of an ABCA1 variant associated with type 2 diabetes mellitus susceptibility for biochemistry and genetic laboratory courses

Legorreta-Herrera¹,

Mosqueda-Romo²,

Hernández-Clemente³

et al. 2013

We selected diabetes mellitus for this laboratory exercise to provide students with an explicit model for scientific research concerning the association between the R230C polymorphism and susceptibility to type 2 diabetes mellitus, which is highly prevalent in the Mexican population. We used a collaborative project-based learning to engage students to direct their own learning process. Students worked in small groups with the same learning goal to research, organize data, and present seminars to experimentally genotype the C230 variant and correctly interpret their results. At the conclusion of this laboratory exercise, the students were able to demonstrate a clear understanding of the relevant biological molecular principles to genotype the C230 variant, showed technical competency to carry out the experimental protocols with proficiency, and interpret their results using statistical analyses. The students discussed their understanding of the genetic technologies and the broader social and ethical implications of the research. A randomly selected team was trained to work as a "sentinel" to monitor their classmates and ensure the proper application of techniques. Moreover, the evaluation of this exercise is shared between the students and the instructors; the students evaluate their own work and the performance of their classmates. At the end of the course, the students complete a questionnaire to anonymously provide feedback and information regarding their perception of the learning outcomes. Overall, the student feedback was positive, indicating that the exercise was useful and that it would help to prepare the students for professional practice.

“…Protocols (see Table I) generally begin by acquiring a DNA sample with a buccal swab [3][4][5][6] or saline rinse [7][8][9][10]; saliva [11,12]; blood [13,14]; or ''evidence'' such as teeth, hair or cigarette butts [15]. DNA is extracted most commonly using commercial kits.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, gene expression can be analyzed using DNA methylation assays [7]. These techniques have been used to analyze a variety of genes, including diurnal preferences [7], lactase persistence [8], blood type [11,13], personal identity [4,6,10,12,15], color vision [5], spirituality tendencies [9], and cancer susceptibility [3,14].…”

Section: Introductionmentioning

confidence: 99%

The ethical implications of genetic testing in the classroom

Taylor

Rogers

2011

The development of classroom experiments where students examine their own DNA is frequently described as an innovative teaching practice. Often these experiences involve students analyzing their genes for various polymorphisms associated with disease states, like an increased risk for developing cancer. Such experiments can muddy the distinction between classroom investigation and medical testing. Although the goals and issues surrounding classroom genotyping do not directly align with those of clinical testing, instructors can use the guidelines and standards established by the medical genetics community when evaluating the ethics of human genotyping. We developed a laboratory investigation and discussion which allowed undergraduate science students to explore current DNA manipulation techniques to isolate their p53 gene, followed by a dialogue probing the ethical implications of examining their sample for various polymorphisms. Students never conducted genotyping on their samples because of the ethical concerns presented in this paper, so the discussion replaced the actual genetic testing in the class. A science faculty member led the laboratory portion, while a genetic counselor facilitated the discussion of the ethical concepts underlying genetic counseling: autonomy, beneficence, confidentiality, and justice. In their final papers, students demonstrated an understanding of the practice guidelines established by the genetics community and acknowledged the ethical considerations inherent in p53 genotyping. Given the burgeoning market for personalized medicine, teaching undergraduates about the psychosocial and ethical dimensions of human genetic testing is important and timely. Moreover, incorporating a genetic counselor in the classroom discussion provided a rich and dynamic discussion of human genetic testing.