Interactive learning modules with 3D printed models improve student understanding of protein structure–function relationships
| Autor: | Tomáš Helikar, Rebecca Roston, Michelle Howell, Karin V. van Dijk, Christine S. Booth, Sharmin M. Sikich, Brian A. Couch |
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| Rok vydání: | 2020 |
| Předmět: |
Male
Models Anatomic Protein Conformation Computer science Spatial ability Teaching method education Protein structure function Biochemistry Interactive Learning Structure-Activity Relationship 03 medical and health sciences Imaging Three-Dimensional Protein structure Human–computer interaction Concept learning Humans Databases Protein Simulation Training Molecular Biology 030304 developmental biology amino acids undergraduate 0303 health sciences 05 social sciences Educational technology protein structure-function Proteins 050301 education 3D printing allosteric regulation Female Educational Measurement 0503 education model-based learning molecular visualization student misconceptions Education Medical Undergraduate Meaning (linguistics) |
| Zdroj: | Biochemistry and Molecular Biology Education. 48:356-368 |
| ISSN: | 1539-3429 1470-8175 |
| DOI: | 10.1002/bmb.21362 |
| Popis: | Ensuring undergraduate students become proficient in relating protein structure to biological function has important implications. With current two-dimensional (2D) methods of teaching, students frequently develop misconceptions, including that proteins contain a lot of empty space, that bond angles for different amino acids can rotate equally, and that product inhibition is equivalent to allostery. To help students translate 2D images to 3D molecules and assign biochemical meaning to physical structures, we designed three 3D learning modules consisting of interactive activities with 3D printed models for amino acids, proteins, and allosteric regulation with coordinating pre- and post-assessments. Module implementation resulted in normalized learning gains on module-based assessments of 30% compared to 17% in a no-module course and normalized learning gains on a comprehensive assessment of 19% compared to 3% in a no-module course. This suggests that interacting with these modules helps students develop an improved ability to visualize and retain molecular structure and function. |
| Databáze: | OpenAIRE |
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