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A Pilot STEM Curriculum Designed to Teach High School Students Concepts in Biochemical Engineering and Pharmacology.

ABSTRACT: The creation of technology that affords for the design of artificial enzymes is a new branch of biochemical engineering with the objective to solve the looming global catastrophe including food shortages, energy crisis, novel diseases, climate change and environmental degradation. However, the development of science and technology that will lead to the design of artificial enzymes depends on availability of scientists with a broad range of expertise including chemistry and physics of chemical bonding, structural biochemistry of macromolecular interactions, theoretical physics and mathematics with the focus on computer modeling of dynamic docking of macromolecules. Our previous experience in university STEM education led us to conclude that in order to train future scientists with a broad expertise in STEM, it is critical for high school students to learn interdisciplinary concepts of STEM courses at an earlier age. In this article, we describe the first phase of a STEM project that involved introducing students to STEM curriculum designed to steer high school students' interest towards biochemical engineering and pharmacology. In addition, we present the outline of the STEM curriculum, along with user-friendly tutorials of AutoDock Vina, AutoDock Tools and PyMol programs that we designed to teach secondary STEM students computer modeling and docking of macromolecules. STEM high school students performed multiple exercises to understand how the potential pharmacological agents, cardiotoxins from cobra venom, interact with mitochondrial phospholipids in order to gain a deep understanding of elevated biophysical and biochemical concepts in protein drug interactions with biomembranes. We also present the results of evaluative assessments that tested students' knowledge and skills that students gained following the completion of our pilot STEM course. In brief, the assessment results showed that the students successfully acquired a high level of understanding in structural biophysics and biochemistry. Importantly, this paper provides strong proof-of-concept that our pilot STEM curriculum can be successfully integrated in the traditional American and Chinese high school classroom. The curriculum and tutorials presented in this article could be used by college and high school teachers and students in STEM classes and to support undergraduate university courses in Pharmacology, Inorganic and Organic Chemistry, Biochemistry and Structural Biology for classroom instructions and homework assignments.

SUBMITTER: Gasanoff ES

PROVIDER: S-EPMC6741290 | biostudies-literature | 2019 Aug

REPOSITORIES: biostudies-literature

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A Pilot STEM Curriculum Designed to Teach High School Students Concepts in Biochemical Engineering and Pharmacology.

Gasanoff Edward S ES Li Feng F George Edward M EM Dagda Ruben K RK

EC pharmacology and toxicology 20190726 8

The creation of technology that affords for the design of artificial enzymes is a new branch of biochemical engineering with the objective to solve the looming global catastrophe including food shortages, energy crisis, novel diseases, climate change and environmental degradation. However, the development of science and technology that will lead to the design of artificial enzymes depends on availability of scientists with a broad range of expertise including chemistry and physics of chemical bo ...[more]

PMID: 31517314

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Project description:PurposeNearly one in three US adolescents meet the criteria for anxiety, an issue that has worsened with the COVID-19 pandemic. We developed a video-based slow diaphragmatic breathing stress-reduction curriculum for high school students and evaluated its feasibility, tolerability, and preliminary effectiveness.MethodsThis cluster-randomized feasibility pilot compared 5-min slow diaphragmatic breathing for 5 weeks with treatment-as-usual control among four 12th-grade public high school classes. Students individually participated after school during COVID-19-related hybrid teaching, with slow diaphragmatic breathing three times/week and breath science education once/week. Feasibility was based on completion of breathing exercises, breath science education, and preliminary effectiveness assessments, and ease/tolerability was based on qualitative assessments. Preliminary effectiveness was measured with the State-Trait Anxiety Inventory (STAI) and a timed-exhale carbon dioxide tolerance test (CO2TT) of physiological stress response. Descriptive statistics and repeated analysis of variance were performed to quantify and compare outcomes between time periods. Human subjects research approval was granted through Western IRB-Copernicus Group (WCG IRB) [ClinicalTrials.gov, Identifier: NCT05266833.].ResultsForty-three students consented to participate. Breath practice compliance ranged from 29 to 83% across classes and weeks, and decreased on average over the 5 weeks. Compliance with the breath science videos ranged from 43 to 86%, and that with the weekly STAI-State and CO2TT measures varied from 36 to 86%. Compliance with ease/tolerability assessments ranged from 0 to 60%. Preliminary effectiveness assessments' compliance varied across classes from 83 to 89% during baseline, and 29 to 72% at follow-up. The curriculum was rated as somewhat-to-definitely useful/beneficial, and definitely-to-very easy/tolerable. Students reported enjoying the diaphragmatic breathing, CO2TT, and breath science education; some found the extended exhales challenging and the curriculum and assessments time-consuming. Preliminary effectiveness analyses indicated no significant changes in STAI or CO2TT from baseline to followup or from before to after breathing exercises (p > 0.05 for all).ConclusionsImplementation of this 5-week slow breathing curriculum was feasible and tolerable to this cohort. Compliance, tolerability, and effectiveness may be improved with in-class participation. Future research on simple and accessible slow-breathing exercises is warranted to address today's adolescent stress-management crisis.Trial registrationClinicalTrials.gov, Identifier: NCT05266833.

Project description:BackgroundThe New Senior Secondary (NSS) curriculum in Hong Kong aims to change the exam-oriented culture and promote students' all-around development. This reform emphasizes student-centered learning and promotes a shift from a top-down approach to school-based management, with the ultimate goal to help students become lifelong learners. This study examined students' perceptions of the NSS curriculum with a focus on their noncognitive development (e.g., self-understanding, positive values, purpose in life, and resilience).MethodsThe data were collected from 3,498 Secondary 6 students in Hong Kong (Girls: 47.7%; Mean age: 17.33 years) using a self-reported questionnaire in 2015. We examined the psychometric properties of the instrument, "Perceptions of the New Secondary School Curriculum" (PNSC), and conducted multigroup CFA to evaluate the measurement invariance of PNSC across genders. Paired t-test analysis was used to examine whether students perceived the junior and senior secondary curricula differently. A series of multivariate analysis of variance (MANOVA) were conducted to examine students' perceptions of the curriculum by gender and by academic performance level.ResultsResults based on percentage responses showed that most students liked the curriculum and acknowledged its benefits in promoting their noncognitive development. However, substantial proportions of the students also reported relatively negative responses to some items, particularly their fondness for senior secondary education. Students generally reported higher fondness for the junior secondary curriculum than for the senior secondary curriculum. Girls had more positive perceptions of the NSS curriculum than did boys. High-performing students liked the NSS curriculum the most and perceived the most benefits of the curriculum in promoting their noncognitive skills, whereas low-performing students showed the lowest levels of fondness for/interest in the curriculum and perceived benefits.ConclusionsOur findings support previous evidence showing initial success in promoting students' noncognitive skills but also alert educators and policymakers that the curriculum should not leave the low-performing students behind. Collective efforts from schools, educational bureaus, researchers, and policymakers are needed to take appropriate measures to cater to students' balanced development.

Project description:BACKGROUND:Psychomotor skills related to the use of medical ultrasound are a fundamental, but often overlooked component of this ubiquitous medical imaging technology. Although discussions of image production/orientation, sonographic planes, and imaging/scanning techniques are common in existing literature, these discussions rarely address practical skills related to these basic concepts. The cognitive load of transducer movements and machine operation, in conjunction with learning the ultrasound representation of anatomy, may overwhelm a novice learner. Our goal was to develop and evaluate a set of ultrasound puzzle phantoms for students to use as they learn isolated, specific transducer movements and sonographic concepts. We intentionally created phantoms that contain objects that are likely familiar to students to reduce the cognitive load associated with simultaneously learning the ultrasound interpretation of anatomy. METHODS:This preliminary evaluation of our novel, homemade, gelatin ultrasound puzzle phantoms was performed using pretests and posttests obtained by scanning an assessment phantom, and student questionnaires. Two phases of training and testing occurred with feedback from Phase 1 allowing for refinement of the puzzles and techniques for testing. Skills taught and evaluated included probe rotation, depth assessment, sliding, and tilting. RESULTS:Twenty-eight students attended the Phase 1 training session with positive trends in students' abilities to use rotation, sliding, and tilting to answer questions, while only depth showed statistically significant improvements (p?=?0.021). Overall students agreed the experience a productive use of time (86%), was beneficial (93%), and would recommend to others (93%). Fifteen (54%) students returned 3 months later. There was no significant decay in skills obtained from the prior training session. In Phase 2, 134 medical students participated, and 76 (57%) completed an online questionnaire. A majority of students agreed they had a better understanding of rotation (83%), depth (80%), sliding (88%) and tilting (55%). Similar to Phase 1, many students (75%) felt the experience was beneficial. CONCLUSIONS:This preliminary study gave us insight into student opinions, as well as information to guide future scalability and development of additional ultrasound puzzle phantoms to aid in medical student education of isolated transducer movements and sonographic concepts prior to imaging human anatomy.

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A Pilot STEM Curriculum Designed to Teach High School Students Concepts in Biochemical Engineering and Pharmacology.

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A Pilot STEM Curriculum Designed to Teach High School Students Concepts in Biochemical Engineering and Pharmacology.

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