PARALLEL SESSION SPEAKERS
PARALLEL SESSION A-1: Biochemistry and Molecular Biology Education for K-12 Teachers
Session Chair: Dr. Crist John Pastor (Philippine Normal University)
JOHN DONNIE A. RAMOS, Ph.D. University of Santo Tomas (Philippines) Problem-Based Explorations (ProBE): An Inquiry Learning Model for Molecular Biology in Education 4.0 |
Education 4.0, the education sector’s response to meet the demands and challenges of the fourth industrial revolution or Industry 4.0, harnesses the potential of digital technologies to facilitate teaching and learning in an era characterized by internet of things. Education 4.0 utilizes wearable technologies to assist teaching and learning, adopts massive open online courses, develops innovative talents, empowers students through generalized blended learning, and fosters interdisciplinary collaborative learning in a virtual environment. The Problem-Based Explorations (ProBE) is an inquiry learning model to facilitate understanding of the central dogma of molecular biology. ProBE utilizes smart phone-based applications to explore DNA base complementation (replication) using the DNA Challenge App, RNA synthesis (transcription) via the DNA2App, and protein synthesis (translation) using the Amino App. The concept of DNA and amino acid sequence alignment will be introduced to solve a scenario-based problem. ProBE likewise uses Augmented Reality (AR) and Virtual Reality (VR) to validate the phenotypes. This inquiry-based model is a student-centered learning strategy which will foster collaboration, analytical thinking and problem-solving skills.
DR. PHILIP ORTIZ BAMBEd Journal (USA) Using Research Experiences and Citizen Science for K-12 Students |
Excellence in teaching at all levels, from pre-K to post-graduate education, can be achieved by any number of ways. Experiential learning, also referred to as applied learning, moves the learning experience outside of the traditional classroom and allows students to continue their learning in a number of different settings. At the postsecondary-level two of these authentic learning techniques used to engage students in learning are ‘Course-based Undergraduate Research Experiences’ (CUREs) and ‘Citizen Science’. In this session I will introduce those two techniques in the context of BMB learning and present suggestions on how they, and other applied learning techniques, may be incorporated in K-12 educational settings.
DR. ANAT YARDEN Weizmann Institute of Science (Israel) Using Adapted Primary Literature (APL) for learning biology in high school |
For many years, the trend in science education has been to advocate hands-on opportunities for students and move away from teaching practices that rely heavily on reading and writing of text. This trend is in contrast to the fact that reading, interpreting, and producing text are fundamental practices of science, and constitute much of scientists' work, as was also recently advocated by the framework for K-12 science education in the USA. Adapted Primary Literature (APL) refers to an educational genre specifically designed to enable the use of scientific research articles in high school. In the adaptation process, the original research articles are adapted to match students’ knowledge, reading ability and cognitive skills, while retaining the authentic characteristics of the original articles and taking into account the practical reasoning involved in producing scientific knowledge when adapting the article. APL articles were shown to have great benefits for developing high school students scientific literacy and for teaching the ways of communication that are employed in the scientific community. Analysis of the language of an APL article compared to a primary literature article and to a popular article revealed that, indeed, the APL article construed specific realms of scientific knowledge and beliefs in a form that is more readable and interpretable to high school students. Thus, APL articles may serve as models of scientific reasoning and communication and may also serve to promote students’ scientific literacy. Accordingly, instruction using APL articles should focus on the way knowledge is created and communicated in science while considering the ways scientific language is used among the scientific community.
PARALLEL SESSION A-2: Tools in Teaching Biochemistry and Molecular Biology
Session Chair: Dr. Ian Kendrich C. Fontanilla (University of the Philippines Diliman)
DR. JOSEPH PROVOST University of San Diego (USA) Inclusive Teaching – Reaching Undergraduates with Research in Class |
Over the past several years faculty have creatively worked to bring a research experience in their teaching laboratories. Growing evidence points to the benefits of both inquiry and research experiences for student motivation, understanding core scientific principles and persistence. CUREs, (Course Undergraduate Research Experiences) provide meaningful research in a teaching environment while broadening the experience for all students. There are several critical features which make a CURE unique from traditional or inquiry experiences. Evidence for integrating research experiences into laboratories, key features of a CURE will be discussed. One activity, hypothesis design will be presented as an important activity for student learning.
DR. MARY M.Y. WAYE The Chinese University of Hong Kong (Hong Kong) Using Music to Enhance Teaching and Learning of Biochemistry and Molecular Biology |
Music has long been used to enhance teaching and learning due to its beneficial effect in language acquisition, improving maths skill, improving creativity and stress reduction. In teaching and learning of biochemistry and molecular biology, there were also songs for aiding memorization, e.g. the TCA cycle (one of the most well studied metabolic cycles). These serve as mnemonic devices allowing the students better memorization of the lyrics made up from the metabolites and the enzyme names. Two instances of using music to enhance teaching and learning of biochemistry and molecular biology have been carried out at the Chinese University of Hong Kong. In the first case, approximately 35 first-year Pharmacy students were given the option to choose an assignment to write a song based on their course content on biochemistry and molecular biology. Approximately 20 students took up the song assignment. Overall, they expressed joy in the composition of songs and some students remember this experience many years afterward. In the second instance, a research paper was used as the basis in a collaborative effort between a biochemist (the author) and a music student who majors in composition. The biochemist explained to the music student the study which involves the effectiveness of supplementation of phosphatidylcholine to a 16-year-old boy with bipolar disorder with a DGKH polymorphism that might be an indication for using the supplementation. The music student then decided to compose a piece of music for a singer and a pianist. The music was written with feedback from the biochemist as well as the professor of our music department, then the song was presented to some students and their feedback were positive. Thus, music could be used as a way to enhance teaching and learning of biochemistry and molecular biology.
The utilization of multimedia technologies in education has been proven a positive approach on the teaching and learning processes. Although the market of multimedia industries has vast expansion, the application on education only occupies a small portion. This August, the new curriculum guidelines for 12-year compulsory education has just been implemented in Taiwan. As the core literacies emphasize the practice of lifelong learning, the demand of varied teaching materials is soared for the students and teachers. Creation of teaching materials by the scientists could be a meaningful way on education compared to commission the artists who are working on the film and entertainment. Dr. Andrew Wang in Institute of Biological Chemistry (IBC), Academia Sinica, initiated this idea in 2016, and the preliminary goal is for the training courses of master and PhD students since we are running the national core facility for protein structural analysis from molecular cloning to protein structural determination. The analysis of protein structures needs additional skills of programming and computer graphics and they are the basic for multimedia creation. Through the collaboration with faculties in Institute of Biochemical Sciences (IBS) in National Taiwan University, we started from the production of 2D animation and video as teaching materials, and a PC game to connect the whole processes will be completed soon. To further connect the 12-year compulsory education, we also collaborate with Studio2 animation lab to make a TV series of 3D animation about the drug development of Alzheimer’s disease. The derived materials such like virtual reality (VR) experience, e-book and 3D printing products are also on going.
PARALLEL SESSION B-1: Biochemistry and Molecular Biology Education for Undergraduate
Session Chair: Dr. Mafel C. Ysrael (University of Santo Tomas)
DR. MARILOU NICOLAS University of the Philippines Manila (Philippines) Ensuring the Quality of the University of the Philippines’ Only Undergraduate Biochemistry Programme |
Twenty three (23) years after its launching in 1996, the BS Biochemistry programme has produced around 550 graduates charting careers in research, teaching, medicine, industry and government agencies, or pursuing post-graduate studies for an academic career. This presentation will expound on the evaluation of the implementation of the programme as seen from stakeholders’ perspectives and graduate performance. The evaluation and subsequent focus group discussions (FGDs) with various stakeholders served as inputs to the major revision the programme undertook in 2018 in the light of the basic education (k-12) reform and the continuing journey to a quality education in biochemistry.
DR. EVANGELINE AMOR University of the Philippines Diliman (Philippines) Biochemistry course offering and its implementation in UP Diliman |
There are three undergraduate courses in Biochemistry offered by the Institute of Chemistry, University of the Philippines-Diliman (UPD). One is a required course
(Chemistry 40) for non-chemistry majors (such as BS Molecular Biology and Biotechnology, BS Biology, BS Community Nutrition, BS Food Technology, Bachelor in
Secondary Education) and the other two (Chemistry 145 and Chemistry 146) are required courses for chemistry majors. A laboratory course for non-chemistry (Chemistry 40.1) and chemistry majors (Chemistry 145.1) complements the lecture courses. The biochemistry course offering covers the properties and functions of the biomolecules as well as major metabolic pathways.
There was a time when the biochemistry laboratory topics for chemistry majors were included in an integrated chemistry laboratory course. But after review and evaluation, it was deemed better to offer it as a separate laboratory course to provide focus on essential biochemistry laboratory techniques and skills as well as exposure to specific equipment such as the electrophoresis set-up.
Challenges and improvements in the implementation of the biochemistry course offerings in the Institute of Chemistry in UPD will be shared.
(Chemistry 40) for non-chemistry majors (such as BS Molecular Biology and Biotechnology, BS Biology, BS Community Nutrition, BS Food Technology, Bachelor in
Secondary Education) and the other two (Chemistry 145 and Chemistry 146) are required courses for chemistry majors. A laboratory course for non-chemistry (Chemistry 40.1) and chemistry majors (Chemistry 145.1) complements the lecture courses. The biochemistry course offering covers the properties and functions of the biomolecules as well as major metabolic pathways.
There was a time when the biochemistry laboratory topics for chemistry majors were included in an integrated chemistry laboratory course. But after review and evaluation, it was deemed better to offer it as a separate laboratory course to provide focus on essential biochemistry laboratory techniques and skills as well as exposure to specific equipment such as the electrophoresis set-up.
Challenges and improvements in the implementation of the biochemistry course offerings in the Institute of Chemistry in UPD will be shared.
DR. ANOJA ATTANAYAKE University of Ruhuna (Sri Lanka) Problem based student centered learning of Biochemistry in the curriculum of medical undergraduates: An experience in Sri Lanka |
Biochemistry is an interactive discipline which lies in between Biology and Chemistry. Teaching of Biochemistry in this context is that the transferring of knowledge from a lecturer to a student via a teaching-learning exchange process. Biochemistry subject needs to be taught with comprehension of concepts and mechanisms together with orientation of clinical aspects of diseases especially for medical undergraduates. The curriculum of teaching Biochemistry in Faculty of Medicine, University of Ruhuna, Sri Lanka is thus based on conventional lectures, small group discussions attained by interactive case based tutorials, laboratory sessions etc. Lectures are the main array of teaching of biochemistry as in the traditional way in most of the medical schools in the world. This has been similarly practiced in Sri Lanka. Small group discussions are basically to discuss clinically oriented problems and generally conducted with an aim of relating Biochemistry to illustrate real life problems. Attempts are taken with case scenarios to generate enthusiasm, motivate learning and to integrate the knowledge to make a real time picture of a particular disease or of a condition. There can be no single best way of learning Biochemistry alone, therefore the use of two or more teaching tools is beneficial. However, the in cooperation of problem based student centered learning of Biochemistry to the curriculum of medical undergraduates as much as possible is worth
for the clinical years that lie ahead. These problem based learning is important to develop the student’s skill to interpret clinical problems. The case scenarios are formulated accordingly to match the level of prior knowledge, stimulate thinking, analysis of reasoning in a way of enhancing interest in the subject matter with a proper relevance to the future profession with realistic approach. Patient history, photographs, basic laboratory investigatory results, chemical pathology results are aided in structuring the case scenarios. This is an important tool for understanding the pathological aspects which in turn form a bridge between health and disease. The students are able to comprehend the content and its difficult concepts in association with structural and functional relationships by clinical cases presented during discussions. In teaching, the teacher has the responsibility to teach and take the responsibility for what is to be learned by the students. However, student based self-directed teaching is more important with corroborating problem based exercises during practical sessions and tutorials which have been recognized as an effective integrated approach to learn Biochemistry in medical schools in Sri Lanka.
for the clinical years that lie ahead. These problem based learning is important to develop the student’s skill to interpret clinical problems. The case scenarios are formulated accordingly to match the level of prior knowledge, stimulate thinking, analysis of reasoning in a way of enhancing interest in the subject matter with a proper relevance to the future profession with realistic approach. Patient history, photographs, basic laboratory investigatory results, chemical pathology results are aided in structuring the case scenarios. This is an important tool for understanding the pathological aspects which in turn form a bridge between health and disease. The students are able to comprehend the content and its difficult concepts in association with structural and functional relationships by clinical cases presented during discussions. In teaching, the teacher has the responsibility to teach and take the responsibility for what is to be learned by the students. However, student based self-directed teaching is more important with corroborating problem based exercises during practical sessions and tutorials which have been recognized as an effective integrated approach to learn Biochemistry in medical schools in Sri Lanka.
PARALLEL SESSION B-2: Biochemistry and Molecular Biology for Health Science Educationists
Session Chair: Dr. Ma. Constancia O. Carillo (University of the Philippines Manila)
DR. NEMENCIO A. NICODEMUS University of the Philippines Manila (Philippines) Biochemistry & Molecular Biology for Health Science Educationists |
It is very glaring that the advancement of medicine and that of biochemistry are inseparable, and much of modern medicine would not be practiced in the ways, as they are known today, without our understanding of how genetic, pathogenic and environmental factors affect the human body at the biochemical level. Ironically, many medical students and practicing physicians consider learning biochemistry an unnecessary burden and that biochemistry has very little relevance to their daily practice of medicine.
It is important that medical biochemistry incorporate students’ previously learned knowledge with medical applications and fill in the gaps with new knowledge. It would also be helpful if educators focus on teaching medical biochemistry in ways that show medical relevance. Medically relevant biochemistry is one that gives students just enough information to be able to understand the basic mechanism of why a biochemical defect results in a disease and potential avenues of diagnosis and treatment.
Alternatively, medical biochemistry could be taught in various way that integrate basic and clinical sciences that have been or are being adapted by medical schools worldwide.
Since board examinations assess a physician’s minimum competencies, we should not set the bar of teaching medical biochemistry to revolve around the board examination or just minimum competencies and limit ourselves to teaching and learning just a minimal amount of materials for passing examinations.
We should also stop asking students to memorize a vast amount of details, such as the minute details in the metabolic pathways, as long as it does not reduce the quality of educational outcome. Instead, we should teach students how to conceptualize metabolic pathways with an emphasis on the biological roles of metabolic pathways and their interconnection in the context of physiology and diseases
It is important that medical biochemistry incorporate students’ previously learned knowledge with medical applications and fill in the gaps with new knowledge. It would also be helpful if educators focus on teaching medical biochemistry in ways that show medical relevance. Medically relevant biochemistry is one that gives students just enough information to be able to understand the basic mechanism of why a biochemical defect results in a disease and potential avenues of diagnosis and treatment.
Alternatively, medical biochemistry could be taught in various way that integrate basic and clinical sciences that have been or are being adapted by medical schools worldwide.
Since board examinations assess a physician’s minimum competencies, we should not set the bar of teaching medical biochemistry to revolve around the board examination or just minimum competencies and limit ourselves to teaching and learning just a minimal amount of materials for passing examinations.
We should also stop asking students to memorize a vast amount of details, such as the minute details in the metabolic pathways, as long as it does not reduce the quality of educational outcome. Instead, we should teach students how to conceptualize metabolic pathways with an emphasis on the biological roles of metabolic pathways and their interconnection in the context of physiology and diseases
DR. CHUNG EUN HA University of Hawaii at Manoa (USA) Effective Medical Biochemistry Teaching Methods for Diverse Learners in the ‘Imi Ho’ola Post-Baccalaureate Program at the University of Hawai’i John A. Burns School of Medicine. |
In an effort to increase the underrepresented minority physician workforce, John A. Burns School of Medicine (JABSOM) at the University of Hawaii at Manoa established a post- baccalaureate program called ʻImi Hoʻōla, meaning “those who seek to heal”, in 1973. For over 45 years, the ʻImi Hoʻōla program has proved to be successful in providing opportunities to pursue a career in medicine for students who come from socioeconomically disadvantaged backgrounds. Among 270 ʻImi Hoʻōla program and JABSOM graduates, 35 percent are Native Hawaiian, 23 percent are Filipinos, and 18 percent are Pacific Islanders from American Samoa, Guam, Palau, and the Marshall Islands. The majority (80 percent) of the program’s alumni are currently practicing primary care physicians, providing health care services to their communities. ʻImi Hoʻōla is a year-long program that prepares highly motivated but underachieving students from disadvantaged backgrounds for the rigors of medical school. The curriculum offers core courses to strengthen students’ foundation in the basic sciences. The Medical Biochemistry course utilizes a combination of didactic lectures and a modified problem-based learning (PBL) approach. Students also participate in project- based laboratory sessions to enhance their critical thinking and problem-solving skills. This presentation will discuss the outcomes of the effectiveness study of the ‘Imi Hō’ola program’s medical biochemistry curriculum by using several quantitative and qualitative assessments. The study showed that the use of combined teaching methods has been effective in promoting student success in medical school and can be used as an educational model worldwide. Utilizing traditional lecture-based teaching combined with PBL clinical case studies, along with a project-based laboratory course, effectively bolstered students’ knowledge of medical biochemistry and prepared them for the rigors of medical school.
DR. TRACEY KUIT University of Wollongong (Australia) Developing rounded graduates – thinking beyond disciplinary boundaries to prepare 21st Century graduates |
A great deal of literature exists describing the concept of the 21 st Century learner and the skills that students will require to be successful beyond graduation. Additionally, nearly daily dramatic headlines describing the changing world of work and the notion that young people are being prepared for a world of work that is unknown, forever changing, expanding globally and lacking stability, can make even the best of us nervous. However, with that comes an opportunity to think carefully about how universities can prepare students for success within the changing nature of work. One factor, although not new but often overlooked in the sciences, is to clearly articulate what knowledge and skills we are developing in our students whilst providing opportunities for students to acknowledge and reflect on their development. There also exists opportunities to work closely with students and industry partners in designing and delivering our curricula. In this presentation, I will talk about a few simple steps taken within a new 300-level Biomedical Research course at the University of Wollongong aimed at: developing students employability and research skills, that involve partnerships with students, academics and industry. Evidence of student’s development in employability and research skills collected through student self-evaluation questionnaires and completion of reflective ePortfolio’s will be shared.
PARALLEL SESSION C-1: Laboratory Classes in Biochemistry and Molecular Biology Education
Session Chair: Dr. Mary Ann O. Torio (University of the Philippines Los Baños)
DR. REYNALDO GARCIA University of the Philippines Diliman (Philippines) Supplementing Laboratory Classes: Apprenticeships and Starting Thesis Work Early |
Well-designed laboratory classes are integral to Biochemistry and Molecular Biology education and provide a better appreciation of taught lectures. They give students a foretaste of what it is like to work as a bench scientist – from doing basic experiments to data analysis, through to proper use of equipment and experimental design. The limited number of hours spent in laboratory classes, idealized laboratory experiments, and the lack of actual opportunities to troubleshoot, however, hinder acquisition of technical skills. Apprenticeships in research laboratories afford biochemistry and molecular biology majors the opportunity to be involved in actual research projects, do experiments both guided and individually on their own, as well as the challenge to troubleshoot failed experiments and learn more constructively in the process. Feedback from student apprentices also confirm that immersion in actual research projects not only hones their laboratory skills but also gives them a better grasp of concepts discussed in lectures. Apprentices who transition to early thesis students by up to a year ahead, benefit most from this supplemental training. The scope of the thesis is expanded. A wider range of technical skills is acquired. Presentation skills are improved by attending laboratory meetings. Independent work and troubleshooting skills improve. More importantly, early supplemental training prepares
them better for graduate research work and can improve their prospects of being offered a place in excellent graduate programs.
them better for graduate research work and can improve their prospects of being offered a place in excellent graduate programs.
DR. PAUL CRAIG Rochester Institute of Technology NY (USA) Something old, something new: teaching the BMB lab |
Lab courses are a significant component of biochemistry and molecular biology education. I don’t believe I have ever met anyone in our field that taught their upper division undergraduate lab courses precisely as described in a commercial lab manual. We all tend to design our own courses according to our own preferences and priorities. In this session, we will talk about the techniques and approaches that that we use in our lab courses. Some of these techniques (protein assays, enzyme kinetics, DNA sequencing) have been around a long time, while some have come on the scene more recently (CRISPR, computational and statistical methods). The formats for lab courses have also expanded from traditional cookbook style labs to guided inquiry to course-based undergraduate research experiences (CUREs), where faculty bring their own research interests into the course setting with a larger number of students in a much more restricted time frame. After a brief presentation, we will engage in a discussion where we share the techniques and approaches that we think are most important, and where we seek to truly understand the perspectives and reasoning of people who have much different ideas.
DR. JESSICA GIBBONS Monash University (Australia) What are the Roles of Laboratory Classes in Biomedical Sciences Education? |
Undergraduate biomedical science laboratory classes were traditionally designed to develop students’ proficiency in technical laboratory skills yet today, many of our current graduates do not go into careers that involve working in a laboratory. This does not mean that laboratory classes are redundant. They provide a unique learning environment that not only facilitates scientific discovery and develops technical familiarity, but also provides an ideal learning space for development of transferrable skills such as critical thinking, problem solving, creativity and communication. The aims of this research were to produce a nationally informed, evidence-based understanding of the roles of laboratory classes in the contemporary biomedical sciences curriculum, including the disciplines of Physiology Biochemistry, Developmental Biology, Microbiology, Pharmacology, and Immunology. Academics teaching or working within a Biomedical Science discipline were invited to complete an online survey. The 174 survey respondents came from 42 Australian Universities or Research Institutes, with 84% in an academic role at a university and the others in research positions. Participants were asked to rank statements about the roles of laboratory classes (from most to least important), with “Provides a hands-on learning experience” and “Provides an opportunity to learn discipline-specific technical skills” as top-ranked statements. Additional roles provided by the participants were to enhance student engagement and to integrate theory and practice. The top ranked laboratory class learning outcomes selected by participants included “Scientific way of thinking” and “Discipline-specific content knowledge”. Additional learning outcomes provided by participants included occupational health and safety and scientific communication. Subtle differences in the rankings were observed between year one of a degree program and the honours, or fourth year of a degree program. These results support the idea that practical laboratory classes still play a critical role in the biomedical curriculum, to support student engagement, learning and skills development.
PARALLEL SESSION C-2: Biochemistry and Molecular Biology on Continuing Education in the Industry
Session Chair: Dr. Jose B. Nevado Jr. (University of the Philippines Manila)
Bayer is a Life Science company with a more than 150-year history and is dedicated to deliver innovative solutions to address challenges encountered in the areas of health care and agriculture. Advancing health and nutrition is what we do best and care about most. Every day we put our knowledge and skills to work on behalf of humankind, inventing and delivering products that help make life just a little better. We essentially call it “Science for a Better Life”. Innovation fuels our daily goal to shape the future in health and nutrition. We recognize the power of innovation in everything we do, and we take a holistic approach rooted in research and development, open innovation, entrepreneurship, and social innovation.
DR. GISELA CONCEPCION University of the Philippines Diliman (Philippines) Biochemistry and Molecular Biology Continuing Education in Industry |
Bio-Industries are those engaged in the development of products and services related to agriculture, mariculture, food and nutrition, health and wellness, life enhancement, disease, aging, specific physiological conditions, biomaterials, bioenergy, biodiversity and ecological conservation, and environmental sustainability. Bio-Industries continually pursue bio-innovations through biotechnology to grow their business and remain competitive. They would benefit from continuing education on new, emerging concepts and advanced instrumentation and data analytics that are being used to understand complex biological phenomena at the biochemistry, molecular and cellular biology level. This would enable bio-Industries at all stages of development, i.e., large multinational and national industries,
medium-sized companies, as well as MSMEs (micro, small and medium enterprises), to continue developing higher value products and services with greater scientific content. This would satisfy the growing number of intelligent, discriminating consumers worldwide who are gaining more scientific literacy. Models of continuing education in industry in countries such as Japan, South Korea, Taiwan, Philippines, USA, and the EU countries will be presented. In all cases, academe links up with industry. In many cases, government takes the lead in linking up academe and industry.
medium-sized companies, as well as MSMEs (micro, small and medium enterprises), to continue developing higher value products and services with greater scientific content. This would satisfy the growing number of intelligent, discriminating consumers worldwide who are gaining more scientific literacy. Models of continuing education in industry in countries such as Japan, South Korea, Taiwan, Philippines, USA, and the EU countries will be presented. In all cases, academe links up with industry. In many cases, government takes the lead in linking up academe and industry.
PROF. WOEI-JER CHUANG Ministry of Science and Technology, Taipei (Taiwan) Facts and Strategy of Biochemistry and Molecular Biology Continuing Education in Taiwan |
Taiwan is a country with >100,000 PhDs in life sciences and produces 500 PhDs every year. 80% of PhDs stayed in academia and only few of them worked for biotechnology companies. The main reason is that we did not have strong biotechnology sector. However, it has improved a lot since Taiwan government began promoting biotechnology a few decades ago. In particular, our President Tsai Ing-wen has shined a spotlight on biotech by including it within the 5+2 Innovative Industries program. The program is aimed at upgrading Taiwan’s industrial base to reduce reliance on contract manufacturing and encourage innovation in high-value, high-growth industries. To date, we have >2000 biotechnology companies and 120 companies in public. Sixteen new drugs were developed by Taiwan companies, and many biotech firms have drug candidates in late stages of clinical trials in the U.S. and other countries. To bridge the gap between universities and industry, we have developed several programs. For example, the Ministry of Education provided the grants to support practical skill courses, training and practice, post-bachelor degree programs. The Ministry of Science and Technology (MOST) launches the "LEAP Program", by which innovative and entrepreneurial doctoral and high-level talents are selected and sent to study in the new ventures or cooperation projects in the U.S., France and Israel for 6 to 12 months. MOST also collaborated with Stanford University using Stanford SPARK and Stanford-Taiwan Biomedical Fellowship Program to bridge the gap. In the talk I will introduce these programs and the results.
PARALLEL SESSION E-1: Biochemistry and Molecular Biology Education for Post Graduate
Session Chair: Dr. Mudjekeewis D. Santos (NFRDI)
DR. RHODORA C. ESTACIO University of the Philippines Manila (Philippines) The Biochemistry Post Graduate Programs of UP College of Medicine: Challenges and Best Practices |
The Department of Biochemistry and Molecular Biology of the College of Medicine, University of the Philippines Manila pioneered a Master of Science in Biochemistry program in 1973 to provide responsive and responsible leadership and excellence in education, training, research and community service in the fields of biochemistry and molecular biology, and to contribute towards the revitalization of the country’s economy through the development and application of appropriate biotechnology. To complement the Master program, a Certificate in Biochemistry program and a Doctor of Philosophy in Biochemistry program were separately proposed and eventually approved for implementation in 1983 and 1985 respectively. The faculty offered the three (3) programs to applicants as a ladderized option depending on their academic background, motivation, future plans and timeline. Through the years, the programs encountered challenges such as low enrollment, high dropouts, low number of graduates, lack of faculty, inadequate laboratory facility and equipment to name a few. The challenges were addressed by providing strategic approaches that eventually evolved into best practices for the department.
DR. MICHAEL KRON Medical College of Wisconsin (USA) Mentorship geared to realistic student expectations – Longitudinal Experiences |
As a physician scientist working at various academic medical centers in the USA for the past 30 years, I have found it to be a great personal responsibility to guide students on their journey through research projects. Selection of appropriate topics are dependent on many variables such as resources, time and skills. There are many possible motivations for assigning a topic to a particular student, not all of them altruistic. But if the students’ research experience is to be a positive one, considerable thought and effort is incumbent upon the faculty mentor to choose wisely and match a topic to a student. The worst possible outcome for a student is to be “caught in a bad project” [https://youtu.be/Fl4L4M8m4d0]. The value of delayed gratification in choice of a research project is also an important issue to explain to students – the expectations for scientific rigor and detail in research intended for the best scientific journals is always getting higher. An important way that a mentor can try to provide a satisfactory outcome (though nothing in life is 100% guaranteed) is to match students sequentially in projects that may cover many years. Students involved in such projects should have confidence that (1) the mentor will not die before the publication is realized, and (2) the research topic
is important enough to stand the test of time and can weather possible lulls in external funding. The speaker will provide several examples of long term projects begun with students and faculty from the University of the Philippines that have stood the test of time. For example, a MSc project at University of the Philippines, Department of Biochemistry I first sponsored from 2004 has continued to yield exciting new results, some of which will be presented at the Lorne Protein Structure Conference in Australia (2020). And yes, Tes, you will be co-author on the abstracts and papers.
is important enough to stand the test of time and can weather possible lulls in external funding. The speaker will provide several examples of long term projects begun with students and faculty from the University of the Philippines that have stood the test of time. For example, a MSc project at University of the Philippines, Department of Biochemistry I first sponsored from 2004 has continued to yield exciting new results, some of which will be presented at the Lorne Protein Structure Conference in Australia (2020). And yes, Tes, you will be co-author on the abstracts and papers.
DR. IRINA V. SAFENKOVA Russian Academy of Sciences (Russia) Studying or Mastering New Experimental Techniques for Post Graduate Students: A Case from Institute of Biochemistry, Research Centre of Biotechnology of the Russian Academy of Sciences |
Modern research in biochemistry and molecular biology area usually involves solving tasks using several relevant experimental techniques. And if the theoretical basis is limited by the rules of Post Graduate education, then the practical component remains an open field, which is filled in very different ways depending on the particular institute and laboratory. What practical skills, techniques, methods should a post graduate student master at the end of his education? This is an open question, which on the one hand is the responsibility of the head of the post graduate student, on the other hand is directly related to the initiative and activity of the student. The report will be devoted to discussing the issues of the experimental base for post graduate students and examples of postgraduate training at the Institute of Biochemistry, Research Centre of Biotechnology of the Russian Academy of Sciences.
PARALLEL SESSION E-2: Publishing in Education
Session Chair: Dr. Windell L. Rivera (University of the Philippines Diliman)
DR. PHILIP ORTIZ BAMBEd Journal (USA) Publishing your work in the Discipline-based Education Journal Biochemistry and Molecular Biology Education (BAMBEd) |
Biochemistry and Molecular Biology Education (BAMBEd; www.BAMBEd.org) is a discipline-based education journal published by the International Union of Biochemistry and Molecular Biology. As the Editor-in-Chief of BAMBEd I am committed to publishing excellent manuscripts that advance BMB learning and pedagogy prepared by authors from around the world. The focus of my presentation will be to introduce attendees to journal, the types of manuscripts that are accepted for review, the expectations for those manuscripts, the review process, and the tools available to help authors meet those expectations. Importantly, as Editor of BAMBEd, I am particularly eager to include manuscripts on topics presented by attendees at “Harnessing Interdisciplinary Education in Biochemistry and Molecular Biology”, as well as inviting attendees to serve on the BAMBEd Editorial Board.
As instructors, we are all educational practitioners. We prepare for classes, present the course content, engage our students and assess their learning. In the process, we may find that some or most of our students struggle with certain topics, so we look for new approaches to present those topics. We may make small changes by sending our students to an online simulation of a process they are studying or adding a homework assignment or a team project. Or we may try sweeping changes to our course format, e.g., transitioning from a traditional lecture to an active learning classroom, or from a traditional lab to a Course-based Undergraduate Research Experience (CURE). If we find something that works with a wide variety of students, then we want to share it with our community. How can we do that without formal training in education research at the Ph.D. or post-doctoral level? In this session, we will explore first steps to implementing, documenting and publishing your experiences as you change the ways you teach.
DR. JOSE FLORENCIO LAPEÑA University of the Philippines Manila (Philippines) Publishing in Education: Why Write, Why Publish? |
Engaging in research and education in biochemistry and molecular biology (BMB) should give educationists, researchers, research faculty, or aspiring young scientists a clearer idea of their professional and personal interests, manifested by a growing network of colleagues and even a few publications on their curriculum vitae. They may also have a few questions – or anxieties – about the relevance of research, writing, and publishing to their career.
This session will illustrate why (and how) research can (and must) be engaged in by BMB K-12 teachers, medical school educationists, undergraduate and postgraduate students, health scientists, researchers, and academicians. We will discuss some reasons for writing, starting where you are in taking your place in the history of scholarship, and the the relevance of publishing in order to fully participate in the ongoing history of the discipline of biochemistry and molecular biology and maximize your impact on patients, their families, communities, and various publics.
This session will illustrate why (and how) research can (and must) be engaged in by BMB K-12 teachers, medical school educationists, undergraduate and postgraduate students, health scientists, researchers, and academicians. We will discuss some reasons for writing, starting where you are in taking your place in the history of scholarship, and the the relevance of publishing in order to fully participate in the ongoing history of the discipline of biochemistry and molecular biology and maximize your impact on patients, their families, communities, and various publics.
The study of molecular structures allowed the definition of the processes that govern life. Despite its significance, the basis for a lot of the discoveries made through structural analysis rely on very simple physical principles that hold true in the macro- and micro scales. These principles have been used in the development of physical models that allow the simulation of molecular interactions. The validity of these models are supported by their concordance with the basic physical rules that govern molecular interactions. The rules that govern these physical models are currently being used to do similar/virtual model building and manipulation in silico. As students in this generation are often more attuned with the virtual environment compared to our “real”, the use of computer-based methods for teaching the principles of structural analysis provides an ideal means to bridge the gap. This talk will focus on simple ways in which the basic concepts of molecular structural analysis, defined in the B.C. era (Before Computers) may be presented for the appreciation, understanding, and application of the computer-savvy millennial generation.