Pizza and pasta help students learn metabolism

Abstract

In this article, we report on an experiment designed to improve the learning of metabolic biochemistry by nutrition and medical undergraduate students. Twelve students participated in a monitored lunch and had their blood extracted for analysis 1) before lunch, 2) 30 min after lunch, and 3) 3 h after lunch. The subjects were divided in two groups. One group had a hyperglicidic meal [pasta plus orange juice: 80% carbohydrate, 10% protein, and 10% lipid (estimated values)] and the other group had a hyperlipidic meal (calabresi pizza plus diet soda: 36% carbohydrate, 18% protein, and 46% lipid). Individual quantities of food were based on body mass index, age, and sex. The blood parameters analyzed were glucose, triglycerides (TG), and urea. Glucose remained constant in the three measurements in both groups. The TG concentration in the pasta group was constant before and after lunch but increased significantly during the evening. In the pizza group, TG increased after lunch and remained constant in the evening. Levels of urea increased only in the evening, specially in the pizza group. These results were used for the final biochemistry exam. With the maximum score set as 10, the average score was 6.0 +/- 2.4 (n = 102). We considered this activity a unique way of evaluating important issues on metabolism, because students had several hours to work on the final exam (with free access to a bibliography). It was also a good didactic experience (problem-based learning like) for the subject students, because they had to work in all phases of the experiment (idealization, realization, and analysis) and participated actively in the elaboration and correction of the exam.

The use of multiple tools for teaching medical biochemistry

“…Basically, we compared two groups of volunteer students (12 peer tutors in total): one group eating pasta (hyperglicidic lunch) and the other group eating pizza (hyperlipidic lunch). Interesting differences between the two groups were observed in plasma triglycerides and urea (21). Interesting differences between the two groups were observed in plasma triglycerides and urea (21).…”

“…For an actual example of questions provided in a 9-h exam, see Passos et al (21). For an actual example of questions provided in a 9-h exam, see Passos et al (21).…”

“…In 2002, we elaborated and executed an experiment designed to improve the learning of metabolic biochemistry by nutrition and medical undergraduate students, as previously published in Advances in Physiology Education (21). Basically, we compared two groups of volunteer students (12 peer tutors in total): one group eating pasta (hyperglicidic lunch) and the other group eating pizza (hyperlipidic lunch).…”

A guide to using case‐based learning in biochemistry education

“…Other examples include Passos et al . who taught integrative metabolism to medical students by using the students themselves as subjects in a real‐life experiment. In this study, student‐subjects were fed one of two diets, one hyperglicidic based on pasta, and one hyperlipidic based on pizza.…”

Teaching nutritional biochemistry: an experimental approach using yeast

“…Similarly, blood tests could also be given to student volunteers to record glucose and triglyceride levels before and after eating pizza and pasta (18). Other authors (7) have highlighted the importance of teaching the biochemistry of digestion along with the physiology of nutrient absorption, suggesting that the combined approach is more effective and also gives students an opportunity to critically evaluate the claims of companies marketing nutritional supplements.…”