Weber K Scott, Jensen Jamie L, Johnson Steven M
Department of Microbiology and Molecular Biology, Brigham Young University, Provo, Utah, United States of America.
Department of Biology, Brigham Young University, Provo, Utah, United States of America.
PLoS One. 2015 Aug 4;10(8):e0133486. doi: 10.1371/journal.pone.0133486. eCollection 2015.
An important discussion at colleges is centered on determining more effective models for teaching undergraduates. As personalized genomics has become more common, we hypothesized it could be a valuable tool to make science education more hands on, personal, and engaging for college undergraduates. We hypothesized that providing students with personal genome testing kits would enhance the learning experience of students in two undergraduate courses at Brigham Young University: Advanced Molecular Biology and Genomics. These courses have an emphasis on personal genomics the last two weeks of the semester. Students taking these courses were given the option to receive personal genomics kits in 2014, whereas in 2015 they were not. Students sent their personal genomics samples in on their own and received the data after the course ended. We surveyed students in these courses before and after the two-week emphasis on personal genomics to collect data on whether anticipation of obtaining their own personal genomic data impacted undergraduate student learning. We also tested to see if specific personal genomic assignments improved the learning experience by analyzing the data from the undergraduate students who completed both the pre- and post-course surveys. Anticipation of personal genomic data significantly enhanced student interest and the learning environment based on the time students spent researching personal genomic material and their self-reported attitudes compared to those who did not anticipate getting their own data. Personal genomics homework assignments significantly enhanced the undergraduate student interest and learning based on the same criteria and a personal genomics quiz. We found that for the undergraduate students in both molecular biology and genomics courses, incorporation of personal genomic testing can be an effective educational tool in undergraduate science education.
大学里一个重要的讨论集中在确定更有效的本科教学模式上。随着个性化基因组学变得越来越普遍,我们推测它可能是一种有价值的工具,能让大学本科的科学教育更具实践操作性、更个性化且更引人入胜。我们推测,为学生提供个人基因组检测试剂盒将提升杨百翰大学两门本科课程(高级分子生物学和基因组学)中学生的学习体验。这两门课程在学期的最后两周重点讲授个人基因组学。2014年,选修这些课程的学生可以选择领取个人基因组试剂盒,而在2015年则没有这个选项。学生自行提交个人基因组样本,并在课程结束后收到检测数据。我们在为期两周的个人基因组学重点教学前后对这些课程的学生进行了调查,以收集关于预期获得自己的个人基因组数据是否会影响本科学生学习的数据。我们还通过分析完成了课程前和课程后调查的本科生的数据,来测试特定的个人基因组作业是否能改善学习体验。与那些没有预期获得自己数据的学生相比,基于学生花在研究个人基因组材料上的时间以及他们自我报告的态度,对个人基因组数据的预期显著增强了学生的兴趣和学习环境。基于相同标准和一次个人基因组学测验,个人基因组学作业显著增强了本科生的兴趣和学习效果。我们发现,对于分子生物学和基因组学课程的本科生来说,纳入个人基因组检测可以成为本科科学教育中的一种有效教学工具。