Biochemistry and Molecular Biology Education

Cover image for Vol. 43 Issue 2

Edited By: Phillip Ortiz

Impact Factor: 0.593

ISI Journal Citation Reports © Ranking: 2013: 30/36 (Education Scientific Disciplines); 278/291 (Biochemistry & Molecular Biology)

Online ISSN: 1539-3429

Associated Title(s): Biotechnology and Applied Biochemistry, BioFactors, IUBMB Life

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  • To know or not to know? Integrating ethical aspects of genomic healthcare in the education of health professionals

    To know or not to know? Integrating ethical aspects of genomic healthcare in the education of health professionals

    Dimensions of ethical perspectives on genomic healthcare.

  • Leading the way: Changing the focus from teaching to learning in large subjects with limited budgets

    Leading the way: Changing the focus from teaching to learning in large subjects with limited budgets

    Excerpt from the activity not related to discipline area and completed by staff during the training session. [Color figure can be viewed in the online issue, which is available at wileyonlinelibrary.com.]

  • An alternative laboratory designed to address ethical concerns associated with traditional TAS2R38 student genotyping

    An alternative laboratory designed to address ethical concerns associated with traditional TAS2R38 student genotyping

    (a) Correlation between average age of acquiring P. aeruginosa and SNP position 785 on the TAS2R38 gene. Average age at which cystic fibrosis patients were infected with P. aeruginosa was determined for each genotype group, where C represents C785 and T represents T785. C/C and T/T are homozygous alleles for cytosine and thymine bases, respectively, while C/T is a heterozygous allele for both cytosine and thymine bases. Standard deviation is depicted as error bars on the graph. Data was collected from 101 individuals. (Figure and legend prepared by Christina Lepore, a Fall 2013 BISC110/112 Laboratory student at Wellesley College.) (b) Percentage of cystic fibrosis (CF) patients who acquired P. aeruginosa in certain age groups sorted by genotype of TAS2R38 gene. One hundred one CF patients were sorted according to their genotype through PCR and restriction enzyme analysis. (A) Shows CF patients with genotype T785/T785; (B) shows CF patients with genotype C785/T785; (C) shows CF patients with genotype C785/C785. CF patients were also separated into two groups based on age: 2 to 8 yrs and 9 to 18 yrs. These divisions were made based on data from Fig. . In A, 91.7% of CF patients with T785/T785 genotype acquired P. aeruginosa in the 2 to 8 yrs group. In B, however, 83.5% of CF patients with C785/T785 genotype acquired P. aeruginosa between 9 and 18 yrs. In C, the split is even clearer, with 95.8% of CF patients with C785/C785 genotype who acquired P. aeruginosa between 9 and 18 yrs. These results suggest that CF patients with a C allele at position 785 are more likely to acquire P. aeurginosa at a later age than those without a C allele at position 785. (Figure and legend prepared by Crysti Wang, a Fall 2013 BISC110/112 Laboratory student at Wellesley College.) (c) Early acquisition of P. aeruginosa in cystic fibrosis patients associated with T785 SNP in the TAS2R38 gene. Genotypes of 96 individuals with cystic fibrosis were determined by using PCR, restriction digestion with enzyme Fnu4H1, and gel electrophoresis analysis. Phenotypes, age of P. aeruginosa acquisition, were given by each individual. Phenotypes of early acquisition of P. aeruginosa had the highest percentage of individuals with the genotype T785/T785. Phenotypes of late acquisition of P. aeruginosa had the highest percentage of individuals with the genotype C785/T785 and C785/C785. Early acquisition of P. aeruginosa in cystic fibrosis patients is associated with the T785 SNP within the TAS2R38 gene. Late acquisition of P. aeruginosa in Cystic Fibrosis patients is associated with C785 SNP within the TAS2R38 gene. (Figure and legend prepared by Anna Ha, a Fall 2013 BISC110/112 Laboratory student at Wellesley College.) [Color figure can be viewed in the online issue, which is available at wileyonlinelibrary.com.]

  • Using HeLa cell stress response to introduce first year students to the scientific method, laboratory techniques, primary literature, and scientific writing

    Using HeLa cell stress response to introduce first year students to the scientific method, laboratory techniques, primary literature, and scientific writing

    Representative student data. The lane labels in (A) were added by a student in their research paper, all other labels were added for this manuscript to ease interpretation of the data. A and B represent data from two different laboratory groups whose experiments used cells grown with or without leucine in the media for six hours. BioRad Precision Plus All Blue Ladder was used as a reference (Lanes 1 and 6). Equal volumes of cell lysates (25 uL) from either the control (complete media) or experimental (leucine free media) were loaded in lanes 2 and 4 respectively. Equal concentration of cell lysates (50ug) were loaded in lane 6 (control) and lane 8 (experimental). All other lanes were filled with loading dye alone as a place marker and to give students practice with loading the gel. [Color figure can be viewed in the online issue, which is available at wileyonlinelibrary.com.]

  • Integrating bio-inorganic and analytical chemistry into an undergraduate biochemistry laboratory

    Integrating bio‐inorganic and analytical chemistry into an undergraduate biochemistry laboratory

    The average absorbance of iron standards from six groups measured by atomic absorption spectroscopy at 372 nm. Error bars reflect standard deviation. [Color figure can be viewed in the online issue, which is available at wileyonlinelibrary.com.]

  • Leading change: Curriculum reform in graduate education in the biomedical sciences

    Leading change: Curriculum reform in graduate education in the biomedical sciences

    Foundations in Biomedical Sciences Modular Integrated Curriculum. The scientific expertise of the core module co-directors is listed in the purple blocks, and below that the curricular demographics and context are described. The green blocks indicate the credits for the Foundations modules, the teal blocks indicate other potential coursework credits, and the red blocks show the semester each course is offered.

  • To know or not to know? Integrating ethical aspects of genomic healthcare in the education of health professionals
  • Leading the way: Changing the focus from teaching to learning in large subjects with limited budgets
  • An alternative laboratory designed to address ethical concerns associated with traditional TAS2R38 student genotyping
  • Using HeLa cell stress response to introduce first year students to the scientific method, laboratory techniques, primary literature, and scientific writing
  • Integrating bio‐inorganic and analytical chemistry into an undergraduate biochemistry laboratory
  • Leading change: Curriculum reform in graduate education in the biomedical sciences

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Introducing the New Editor-in-Chief of Biochemistry and Molecular Biology Education

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Biochemistry and Molecular Biology Education is a leading journal in this field because of the fine leadership that Donald and Judy Voet had provided over the past 10+ years. As I take the helm, my objectives include preserving and growing all of the very fine standards and traditions they have established. Over the coming year I will work with the Editorial Board to determine areas that the journal might explore so that it can continue to meet the needs of educators throughout the world. For example, it might be appropriate to focus some attention on emerging pedagogies in distance education, continuing refinements in professional and medical education, strategies for overcoming the challenges faced by underserved students, and the emergence of underrecognized educational committees.

On behalf of the Editorial Board of BAMBEd, I encourage scientists and educators to continue submitting their finest ideas and reports to this journal. In additiona, please do contact me if you have constructive suggestions for how we may continually develop this journal so that it will remain a leader in developing and sharing pedagogical ideals.

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