A Laboratory-Intensive Course on the Experimental Study of Protein-Protein Interactions
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| Title: | A Laboratory-Intensive Course on the Experimental Study of Protein-Protein Interactions |
|---|---|
| Language: | English |
| Authors: | Witherow, D. Scott, Carson, Sue |
| Source: | Biochemistry and Molecular Biology Education. Jul-Aug 2011 39(4):300-308. |
| Availability: | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: https://secure.interscience.wiley.com/cgi-bin/jhome/112782101 |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 9 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education |
| Descriptors: | Laboratory Experiments, Laboratory Training, Molecular Structure, Course Descriptions, Course Objectives, Instructional Design, Instructional Development, Scientific Methodology, Questionnaires, Pretests Posttests, Student Attitudes, Teaching Methods, Research Projects, Instructional Effectiveness |
| DOI: | 10.1002/bmb.20506 |
| ISSN: | 1470-8175 |
| Abstract: | The study of protein-protein interactions is important to scientists in a wide range of disciplines. We present here the assessment of a lab-intensive course that teaches students techniques used to identify and further study protein-protein interactions. One of the unique elements of the course is that students perform a yeast two-hybrid screen and identify novel protein-protein interactions in what is essentially the beginning of an independent research project in the context of a class. While students benefit from the research-like experience, data is actively generated that can be further studied in independent research projects. Student learning outcomes were assessed using a questionnaire that was given to students before and after the course. The results indicate that students' conceptual and technical understanding of the methodologies taught in the class increased, and that hands-on experience in the lab was perceived to be the most important component of the course. (Contains 4 figures and 4 tables.) |
| Abstractor: | As Provided |
| Number of References: | 21 |
| Entry Date: | 2011 |
| Accession Number: | EJ934696 |
| Database: | ERIC |
| Abstract: | The study of protein-protein interactions is important to scientists in a wide range of disciplines. We present here the assessment of a lab-intensive course that teaches students techniques used to identify and further study protein-protein interactions. One of the unique elements of the course is that students perform a yeast two-hybrid screen and identify novel protein-protein interactions in what is essentially the beginning of an independent research project in the context of a class. While students benefit from the research-like experience, data is actively generated that can be further studied in independent research projects. Student learning outcomes were assessed using a questionnaire that was given to students before and after the course. The results indicate that students' conceptual and technical understanding of the methodologies taught in the class increased, and that hands-on experience in the lab was perceived to be the most important component of the course. (Contains 4 figures and 4 tables.) |
|---|---|
| ISSN: | 1470-8175 |
| DOI: | 10.1002/bmb.20506 |
