Reevaluating Biochemistry and Nutrition Education Through Opinions of Clinicians and Educators

Hays, Emily; Levine, Jake; Rethi, Shruthi; Smith, Emilie Phillips; Upadhya, Sharmila; Sobering, Andrew K.; Weiler, Tracey

doi:10.1007/s40670-018-00652-7

Cited by 3 publications

(1 citation statement)

References 14 publications

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“…It is a major focus of K-12 science standards and undergraduate biology education [17,18] and is a key pathway for understanding processes in biochemistry. Moreover, medical clinicians and educators have identified the Central Dogma as one of the most important and relevant topics to teach in biochemistry [19]. However, undergraduates and medical students frequently do not share this sentiment, but rather perceive biochemistry as irrelevant and having little application to their future careers in medicine or other health care fields [20][21][22].…”

Section: Introductionmentioning

confidence: 99%

Deepening Undergraduate Students’ Thinking about Central Dogma through Problem-Based Learning

Sharp,

Krall,

Chalfant

2023

Education Sciences

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A common belief among pre-medical and medical students is that biochemistry is not relevant to practicing medicine. The problem-based approach of case studies has been used in medical education to scaffold the application of content to clinical cases, but few studies report on a similar use in undergraduate biochemistry. Case studies in biochemistry and related disciplines have been previously reported as increasing learning motivation and supporting depth of knowledge. Additionally, students engaging in case studies outperform students in traditional instruction. The objective of this qualitative case study was to find how the timing of a medical case study within the instructional sequence in an undergraduate biochemistry course supported students in applying the central dogma of molecular biology to explain the transfer of Huntington’s disease from parent to child. The CBL+ group reviewed the case study before class while the CBL− group was presented with the case study during class. Analysis of open response tasks added to the pre- and post-surveys suggested that the case study supported both groups in applying the central dogma to the case, but the earlier presentation of the case to the CBL+ group promoted deeper thinking about the mechanistic causation of the transfer of the disease.

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Section: Introductionmentioning

confidence: 99%

Deepening Undergraduate Students’ Thinking about Central Dogma through Problem-Based Learning

Sharp,

Krall,

Chalfant

2023

Education Sciences

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Investigating How Timing of Case Study Presentation on Huntington Disease Influences Construction of Argument Warrant While Learning the Central Dogma of Molecular Biology

Sharp¹

2021

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Clinical practice and basic education How to make them converge?

Oriard-Valle

López-Moreno

2019

JSEM

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The psychologist's job within basic education schools is increasingly requested, however, it is important to think about what is expected of that role. Managers, administrators, teachers, students and parents have different imaginaries about what a psychologist is, and making them converge might seem like an impossible task. The clinical listening, the intervention and the clinical look can be generators of a large number of structural and subjective movements within basic education context; these allow the infant to resist the transition in that period of his formation. Therefore the objective of this article was to think about the clinical psychologist’s practice in basic education, from a direct type experience.

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Reevaluating Biochemistry and Nutrition Education Through Opinions of Clinicians and Educators

Cited by 3 publications

References 14 publications

Deepening Undergraduate Students’ Thinking about Central Dogma through Problem-Based Learning

Deepening Undergraduate Students’ Thinking about Central Dogma through Problem-Based Learning

Investigating How Timing of Case Study Presentation on Huntington Disease Influences Construction of Argument Warrant While Learning the Central Dogma of Molecular Biology

Clinical practice and basic education How to make them converge?

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