Deepening Undergraduate Students’ Thinking about Central Dogma through Problem-Based Learning
Education Sciences, ISSN: 2227-7102, Vol: 13, Issue: 9
2023
- 2Citations
- 61Usage
- 22Captures
- 2Mentions
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
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Metrics Details
- Citations2
- Citation Indexes2
- CrossRef2
- Usage61
- Downloads58
- Abstract Views3
- Captures22
- Readers22
- 22
- Mentions2
- Blog Mentions1
- Blog1
- News Mentions1
- News1
Most Recent News
Data on Biochemistry Reported by a Researcher at Missouri University of Science and Technology (Deepening Undergraduate Students' Thinking about Central Dogma through Problem-Based Learning)
2023 SEP 11 (NewsRx) -- By a News Reporter-Staff News Editor at NewsRx Life Science Daily -- Fresh data on biochemistry are presented in a
Article Description
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.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85172122510&origin=inward; http://dx.doi.org/10.3390/educsci13090854; https://www.mdpi.com/2227-7102/13/9/854; https://scholarsmine.mst.edu/teachered_facwork/8; https://scholarsmine.mst.edu/cgi/viewcontent.cgi?article=1007&context=teachered_facwork; https://scholarsmine.mst.edu/teachered_facwork/10; https://scholarsmine.mst.edu/cgi/viewcontent.cgi?article=1009&context=teachered_facwork; https://dx.doi.org/10.3390/educsci13090854
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