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Genomics course design and combined teaching strategy to enhance learning initiatives in classroom
Author(s) -
Ouyang Liming,
Zhang Huizhan,
Zhang Xuexin,
Wu Haizhen
Publication year - 2019
Publication title -
biochemistry and molecular biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.34
H-Index - 39
eISSN - 1539-3429
pISSN - 1470-8175
DOI - 10.1002/bmb.21289
Subject(s) - genomics , presentation (obstetrics) , reading (process) , mathematics education , psychology , engineering ethics , computer science , engineering , biology , medicine , genetics , genome , political science , radiology , gene , law
Genomics is a core course for bioscience‐majored undergraduates in many universities. However, the teaching of genomics faces many challenges such as the need for rapid updating of related knowledge, content overlap between genomics and molecular biology, lack of motivation of students in the traditional passive classroom‐learning model, the difficulty of presenting omics data analysis processes through lectures, and the challenges of developing the research abilities of senior students. Here we report our updated genomics course design and the teaching practices we used to address these issues, including: use of the presentation‐assimilation‐discussion (PAD) pedagogy and opportunities for students to practice real data analysis and intensive reading of research papers. The resultant positive outcomes and problems are also discussed. © 2019 International Union of Biochemistry and Molecular Biology, 47(6):632–637, 2019.