Using student‐centered approaches to teach the biochemistry of SARS‐CoV‐2

Abstract

A biochemistry class was transformed to implement student‐centered, active‐learning pedagogies to help improve competencies associated with the scientific method. In responding to the COVID‐19 pandemic, the course content switched from the biochemistry of nucleic acids to the science of the newly discovered virus, SARS‐CoV‐2. This provided a unique opportunity to model authentic science inquiry through cycles of questioning, investigating, assessing, and critical thinking on a rapidly evolving, interdisciplinary topic. This learning experience helped enhance science literacy, supported self‐directed learning and curiosity, and emphasized the importance of evaluating information sources to recognize misinformation.

Student‐centered, active‐learning pedagogies have been widely implemented to help engage students, improve student learning, and promote student success. ¹ , ² , ³ , ⁴ Course‐based undergraduate research experiences (CUREs) expose students to authentic inquiry‐driven experiences and are mean to develop core competencies in the scientific process and increase persistence in STEM. ³ , ⁵ , ⁶ Likewise, in‐class pedagogies based on the principles of cognitive constructivism encourage ownership, active student engagement, and collaboration. ⁷ , ⁸ , ⁹ Due to the numerous reported benefits of active learning, an upper‐level biochemistry class was redesigned to improve learning outcomes associated with the scientific method and research‐associated skills, which was then adapted to an online format due to COVID‐19 campus closure.

The one‐semester, upper‐level biochemistry course covers current topics related to nucleic acids. This newly designed course was taught in a journal‐club format to teach students to critically analyze the literature, formulate research objectives, and communicate in oral and written formats. ¹⁰ Utilizing a scaffolding approach, students first reported on foundational concepts from the primary literature to gain an initial understanding and then delved deeper into topics to answer particular questions based on their interests. For example, after learning about the foundational mechanisms of DNA repair pathways, the students responded with questions such as “how do repair enzymes locate lesions within the genome?” Students then researched the literature to present primary journal articles that answer the questions during class. In this format, students took ownership of their learning while the instructor facilitated discussions and provided guidance and resources.

When the university suddenly closed due to the COVID‐19 pandemic, a special opportunity arose to model authentic science inquiry by shifting topics to learn about SARS‐CoV‐2. The transition posed a unique challenge in that information regarding the science of this virus was emerging and rapidly evolving. Following the original class format but now held synchronously via videoconferencing, the author presented the replication cycle of coronaviruses and the students created a list of questions guided by their individual curiosities. For example, how does SARS‐CoV‐2 differ from other coronaviruses? After students researched their first round of questions and developed a fundamental understanding, they then asked more in‐depth questions in a second round that allowed further exploration (Table 1). Students presented data from a variety of scientific sources including articles from Science and JAMA and the class engaged in discussion. For example, some students explored the structural basis for the recognition of the angiotensin‐converting enzyme 2 (ACE2) receptor by the spike protein of the coronavirus ¹¹ , ¹² while other students explored the latest molecular tests to detect SARS‐CoV‐2. In addressing these questions, students made explicit connections across disciplines and identified major knowledge gaps. To lead by example, the instructor also chose a question to research and present. Overall, this student‐centered assignment helped to build scientific literacy on a breakthrough topic, integrated scientific processes to assess information, and provided students with information to help them make informed decisions. Moreover, working together as a class to unravel the complexities of this new virus sparked student curiosity and promoted critical thinking in an unprecedented time when science is at the forefront in tackling the coronavirus pandemic.

TABLE 1.

SARS‐CoV‐2 topics that were researched and presented

Origin of SARS‐CoV‐2

Antiviral drugs and their targets

Interactions between ACE2 and SARS‐CoV‐2

Vaccine development and targets

Biochemical tests for viral RNA and antibodies

Cytokine response to SARS‐CoV‐2

Taste and smell impairment associated with COVID‐19

Abbreviation: ACE2, angiotensin‐converting enzyme 2.

Zewail‐Foote M. Using student‐centered approaches to teach the biochemistry of SARS‐CoV‐2. Biochem Mol Biol Educ. 2020;48:655–656. 10.1002/bmb.21462