Combining face‐to‐face laboratory sessions and a computer simulation effectively teaches gene editing and DNA sequencing to undergraduate genetics students
Innovative approaches to teaching genetics are essential for improving student engagement and comprehension in this challenging field. Laboratory‐based instruction enhances engagement with the subject while fostering the development of practical competencies and deepening comprehension of theoretica...
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| Veröffentlicht in: | Biochemistry and molecular biology education Jg. 53; H. 3; S. 286 - 296 |
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| Format: | Journal Article |
| Sprache: | Englisch |
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Hoboken, USA
John Wiley & Sons, Inc
01.05.2025
Wiley Subscription Services, Inc |
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| ISSN: | 1470-8175, 1539-3429, 1539-3429 |
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| Abstract | Innovative approaches to teaching genetics are essential for improving student engagement and comprehension in this challenging field. Laboratory‐based instruction enhances engagement with the subject while fostering the development of practical competencies and deepening comprehension of theoretical concepts. However, constraints on time and financial resources limit the feasibility of conducting extended laboratory sessions that incorporate cutting‐edge genetic techniques. This study evaluated a hybrid teaching method that combined face‐to‐face (F‐2‐F) laboratory sessions with an online simulation to instruct undergraduates on gene editing and DNA sequencing. A Unity‐based simulation was developed to complement traditional F‐2‐F laboratory sessions, allowing students to practice DNA sequencing techniques in a low‐stakes environment. The simulation was integrated into a course‐based undergraduate research experience (CURE) focused on CRISPR/Cas9 gene editing in yeast. Student performance, engagement, and perceptions were assessed through laboratory assignments, access logs, and surveys. Students who engaged with the simulation prior to F‐2‐F sessions and those who engaged with the simulation over multiple days performed significantly better in assessments. Survey results indicated that most students found the simulation realistic and relevant and reported enhanced learning of DNA sequencing principles. Student confidence in DNA sequencing knowledge increased significantly after using the simulation. Student feedback highlighted benefits such as improved procedural understanding, stress reduction, and increased preparedness for F‐2‐F sessions. This approach addresses logistical challenges of traditional laboratory education while providing students with authentic, repeatable experiences in complex techniques. Our findings demonstrate the potential of integrating simulations with F‐2‐F instruction to enhance undergraduate education in genetics and molecular biology. |
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| AbstractList | Innovative approaches to teaching genetics are essential for improving student engagement and comprehension in this challenging field. Laboratory‐based instruction enhances engagement with the subject while fostering the development of practical competencies and deepening comprehension of theoretical concepts. However, constraints on time and financial resources limit the feasibility of conducting extended laboratory sessions that incorporate cutting‐edge genetic techniques. This study evaluated a hybrid teaching method that combined face‐to‐face (F‐2‐F) laboratory sessions with an online simulation to instruct undergraduates on gene editing and DNA sequencing. A Unity‐based simulation was developed to complement traditional F‐2‐F laboratory sessions, allowing students to practice DNA sequencing techniques in a low‐stakes environment. The simulation was integrated into a course‐based undergraduate research experience (CURE) focused on CRISPR/Cas9 gene editing in yeast. Student performance, engagement, and perceptions were assessed through laboratory assignments, access logs, and surveys. Students who engaged with the simulation prior to F‐2‐F sessions and those who engaged with the simulation over multiple days performed significantly better in assessments. Survey results indicated that most students found the simulation realistic and relevant and reported enhanced learning of DNA sequencing principles. Student confidence in DNA sequencing knowledge increased significantly after using the simulation. Student feedback highlighted benefits such as improved procedural understanding, stress reduction, and increased preparedness for F‐2‐F sessions. This approach addresses logistical challenges of traditional laboratory education while providing students with authentic, repeatable experiences in complex techniques. Our findings demonstrate the potential of integrating simulations with F‐2‐F instruction to enhance undergraduate education in genetics and molecular biology. Innovative approaches to teaching genetics are essential for improving student engagement and comprehension in this challenging field. Laboratory-based instruction enhances engagement with the subject while fostering the development of practical competencies and deepening comprehension of theoretical concepts. However, constraints on time and financial resources limit the feasibility of conducting extended laboratory sessions that incorporate cutting-edge genetic techniques. This study evaluated a hybrid teaching method that combined face-to-face (F-2-F) laboratory sessions with an online simulation to instruct undergraduates on gene editing and DNA sequencing. A Unity-based simulation was developed to complement traditional F-2-F laboratory sessions, allowing students to practice DNA sequencing techniques in a low-stakes environment. The simulation was integrated into a course-based undergraduate research experience (CURE) focused on CRISPR/Cas9 gene editing in yeast. Student performance, engagement, and perceptions were assessed through laboratory assignments, access logs, and surveys. Students who engaged with the simulation prior to F-2-F sessions and those who engaged with the simulation over multiple days performed significantly better in assessments. Survey results indicated that most students found the simulation realistic and relevant and reported enhanced learning of DNA sequencing principles. Student confidence in DNA sequencing knowledge increased significantly after using the simulation. Student feedback highlighted benefits such as improved procedural understanding, stress reduction, and increased preparedness for F-2-F sessions. This approach addresses logistical challenges of traditional laboratory education while providing students with authentic, repeatable experiences in complex techniques. Our findings demonstrate the potential of integrating simulations with F-2-F instruction to enhance undergraduate education in genetics and molecular biology.Innovative approaches to teaching genetics are essential for improving student engagement and comprehension in this challenging field. Laboratory-based instruction enhances engagement with the subject while fostering the development of practical competencies and deepening comprehension of theoretical concepts. However, constraints on time and financial resources limit the feasibility of conducting extended laboratory sessions that incorporate cutting-edge genetic techniques. This study evaluated a hybrid teaching method that combined face-to-face (F-2-F) laboratory sessions with an online simulation to instruct undergraduates on gene editing and DNA sequencing. A Unity-based simulation was developed to complement traditional F-2-F laboratory sessions, allowing students to practice DNA sequencing techniques in a low-stakes environment. The simulation was integrated into a course-based undergraduate research experience (CURE) focused on CRISPR/Cas9 gene editing in yeast. Student performance, engagement, and perceptions were assessed through laboratory assignments, access logs, and surveys. Students who engaged with the simulation prior to F-2-F sessions and those who engaged with the simulation over multiple days performed significantly better in assessments. Survey results indicated that most students found the simulation realistic and relevant and reported enhanced learning of DNA sequencing principles. Student confidence in DNA sequencing knowledge increased significantly after using the simulation. Student feedback highlighted benefits such as improved procedural understanding, stress reduction, and increased preparedness for F-2-F sessions. This approach addresses logistical challenges of traditional laboratory education while providing students with authentic, repeatable experiences in complex techniques. Our findings demonstrate the potential of integrating simulations with F-2-F instruction to enhance undergraduate education in genetics and molecular biology. |
| Author | Vedova, Chris Della Denyer, Gareth Costabile, Maurizio |
| AuthorAffiliation | 2 School of Life and Environmental Sciences University of Sydney Sydney New South Wales Australia 1 Clinical and Health Sciences University of South Australia Adelaide South Australia Australia |
| AuthorAffiliation_xml | – name: 1 Clinical and Health Sciences University of South Australia Adelaide South Australia Australia – name: 2 School of Life and Environmental Sciences University of Sydney Sydney New South Wales Australia |
| Author_xml | – sequence: 1 givenname: Chris Della orcidid: 0000-0002-2361-3729 surname: Vedova fullname: Vedova, Chris Della email: chris.dellavedova@unisa.edu.au organization: University of South Australia – sequence: 2 givenname: Gareth orcidid: 0000-0003-1551-3936 surname: Denyer fullname: Denyer, Gareth organization: University of Sydney – sequence: 3 givenname: Maurizio orcidid: 0000-0002-2162-6497 surname: Costabile fullname: Costabile, Maurizio organization: University of South Australia |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/40088096$$D View this record in MEDLINE/PubMed |
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| Cites_doi | 10.1016/j.ecns.2017.09.005 10.1038/nbt.2955 10.4018/978-1-7998-2212-7.ch015 10.26803/ijlter.21.6.1 10.3102/0034654320933544 10.1111/medu.12473 10.1016/j.nedt.2017.04.004 10.1534/genetics.111.137810 10.1002/9783527625130.ch1 10.1021/acs.jchemed.3c00993 10.1002/bmb.21400 10.1002/bmb.21280 10.1080/00219266.2022.2026804 10.1128/jmbe.v18i1.1226 10.1146/annurev-biophys-062215-010822 10.1187/cbe.14-01-0004 10.3163/1536-5050.103.3.010 10.1191/1478088706qp063oa 10.1016/j.teln.2023.07.010 10.1187/cbe.14-10-0167 10.1002/bmb.2004.494032020313 10.1187/cbe.18-06-0108 10.1128/jmbe.00041-22 10.1007/978-3-031-07853-8_17 10.1007/s40692-015-0041-2 10.3928/01484834-20071101-04 10.1002/bmb.20135 10.1187/cbe.08-07-0036 10.1128/jmbe.v18i2.1260 10.4300/JGME-5-4-18 |
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| SubjectTerms | Computer Simulation CRISPR Curriculum DNA sequencing Editing Gene Editing Genetics Genetics - education Genome editing Humans hybrid teaching methods Laboratories Learner Engagement Molecular Biology Sequence Analysis, DNA simulation‐based learning Student Improvement Student Surveys Students Surveys Teaching Teaching Methods undergraduate Undergraduate Students Undergraduate Study Universities |
| Title | Combining face‐to‐face laboratory sessions and a computer simulation effectively teaches gene editing and DNA sequencing to undergraduate genetics students |
| URI | https://onlinelibrary.wiley.com/doi/abs/10.1002%2Fbmb.21895 https://www.ncbi.nlm.nih.gov/pubmed/40088096 https://www.proquest.com/docview/3228922497 https://www.proquest.com/docview/3177623024 https://pubmed.ncbi.nlm.nih.gov/PMC12087704 |
| Volume | 53 |
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