The application of project-based learning in bioinformatics training

Emery, Laura R.; Morgan, Sarah

doi:10.1371/journal.pcbi.1005620

Cited by 35 publications

(26 citation statements)

References 11 publications

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“…Evolutionary distances were computed using Poisson correction method (Zuckerkandl and Pauling 1965). Pairwise sequence alignment to determine amino acid identity was performed by EMBOSS Needle (Emery and Morgan 2017). Global expression of TaTGW6-like genes and putative TaIAGLU genes was investigated using RNA sequencing (RNA-seq) data available in expVIP (http://www.wheatexpression.com).…”

Section: Bioinformatic Analysismentioning

confidence: 99%

Reinvestigation of grain weight genesTaTGW6andOsTGW6casts doubt on their role in auxin regulation in developing grains

Kabir¹,

Nonhebel²

2020

Preprint

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The THOUSAND-GRAIN WEIGHT 6 genes (TaTGW6 and OsTGW6) are reported to result in larger grains of wheat and rice by reducing production of indole-3-acetic acid (IAA) in developing grains. However, a critical comparison of data on TaTGW6 and OsTGW6 with other reports on IAA synthesis in cereal grains requires that this hypothesis be reinvestigated. Here, we show that TaTGW6 and OsTGW6 are members of a large gene family that has undergone major, lineage-specific gene expansion. Wheat has nine genes, and rice three genes encoding proteins with more than 80% amino acid identity with TGW6 making it difficult to envisage how a single inactive allele could have a major effect on IAA levels. TGW6 is proposed to affect auxin levels by catalysing the hydrolysis of IAA-glucose (IAA-Glc). However, we show that developing wheat grains contain undetectable levels of ester IAA in comparison to free IAA and do not express an IAA-glucose synthase. Previous work on TGW6, reported maximal expression at 20 days after anthesis (DAA) in wheat and 2 DAA in rice. However, we show that neither gene is expressed in developing grains. Instead, TaTGW6, OsTGW6 and their close homologues are exclusively expressed in pre-emergence inflorescences; TaTGW6 is expressed particularly in microspores prior to mitosis. This combined with evidence for high levels of IAA production from tryptophan in developing grains demonstrates TaTGW6 and OsTGW6 cannot regulate grain size via the hydrolysis of IAA-Glc. Instead, their similarity to rice strictosidine synthase-like (OsSTRL2) suggests they play a key role in pollen development.

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Section: Bioinformatic Analysismentioning

confidence: 99%

Reinvestigation of grain weight genesTaTGW6andOsTGW6casts doubt on their role in auxin regulation in developing grains

Kabir¹,

Nonhebel²

2020

Preprint

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“…Além disso, requer iniciativa e independência dos alunos, resultando na produção de um produto final. Os projetos envolvem estudantes que trabalhem em grupos para promover a colaboração e desenvolver competências interpessoais (Emery & Morgan, 2017;Rios;Sousa & Caputo, 2019).…”

Section: Introductionunclassified

Percepção acadêmica sobre metodologias ativas: um relato de experiência sobre a criação de videoaulas por meio da Aprendizagem Baseada em Projetos

Monteiro

Nascimento

Leite

et al. 2021

RSD

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Objetivo: compreender a percepção acadêmica sobre metodologias ativas por meio da experiência sobre a criação de videoaulas através da Aprendizagem Baseada em Projetos. Metodologia: relato de experiência, observacional, de caráter qualitativo desenvolvido em um debate com alunos de uma Universidade em Belém/PA. A vivência foi efetivada pelos acadêmicos do Curso de Fisioterapia, durante a disciplina de Biofísica, no mês de maio de 2018. Foi realizado um encontro com alunos e professores da Instituição no momento da administração da aula, enfatizando a Aprendizagem Baseada em Projetos e as dificuldades da metodologia tradicional. Resultados: o principal aspecto destacado na vivência foi a percepção dos acadêmicos sobre metodologia ativa por meio de vídeoaula através dos conceitos de Excelente, Bom, Regular, Ruim ou Péssimo. O conceito Excelente foi mais eleito pelos alunos, com mais de 2/3 do total dos estudantes. Conclusão: a vivência permitiu uma melhor compreensão da percepção dos acadêmicos sobre as metodologias ativas, sobretudo a Aprendizagem Baseada em Projetos por meio de vídeoaulas. Sendo assim, é imprescindível mais estudos sobre influência da Aprendizagem Baseada em Projetos no aprendizado dos alunos.

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“…This approach of project- or problem-based learning has not been widely applied or evaluated in bioinformatics education and training but was found to be effective by Emery and Morgan (2017) in a short bioinformatics summer school [9].…”

Section: Introductionmentioning

confidence: 99%

Problem-based learning in clinical bioinformatics education: Does it help to create communities of practice?

et al. 2019

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We have now reached the genomics era within medicine; genomics is being used to personalise treatment, make diagnoses, prognoses, and predict adverse outcomes resulting from treatment with certain drugs. Genomic data is now abundant in healthcare, and the newly created profession of clinical bioinformaticians are responsible for its analysis. In the United Kingdom, clinical bioinformaticians are trained within a 3-year programme, integrating a work-based placement with a part-time Master’s degree. As this profession is still developing, trainees can feel isolated from their peers whom are located in other hospitals and can find it difficult to gain the mentorship that they require to complete their training. Building strong networks or communities of practice (CoPs) and allowing sharing of knowledge and experiences is one solution to addressing this isolation. Within the Master’s delivered at the University of Manchester, we have integrated group-centred problem-based learning (PBL) using real clinical case studies worked on during each course unit. This approach is combined with a flipped style of teaching providing access to online content in our Virtual Learning Environment before the course. The face-to-face teaching is used to focus on the application of the students’ knowledge to clinical case studies. In this study, we conducted semistructured interviews with 8 students, spanning 3 cohorts of students. We evaluated the effectiveness of this style of teaching and whether it had contributed to the formation of CoPs between our students. Our findings demonstrated that this style of teaching was preferred by our students to a more traditional lecture-based format and that the problem-based learning approach enabled the formation of CoPs within these cohorts. These CoPs are valuable in the development of this new profession and assist with the production of new guidelines and policies that are helping to professionalise this new group of healthcare scientists.

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The application of project-based learning in bioinformatics training

Cited by 35 publications

References 11 publications

Reinvestigation of grain weight genesTaTGW6andOsTGW6casts doubt on their role in auxin regulation in developing grains

Reinvestigation of grain weight genesTaTGW6andOsTGW6casts doubt on their role in auxin regulation in developing grains

Percepção acadêmica sobre metodologias ativas: um relato de experiência sobre a criação de videoaulas por meio da Aprendizagem Baseada em Projetos

Problem-based learning in clinical bioinformatics education: Does it help to create communities of practice?

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