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Creating an outcomes‐based biochemistry major from ASBMB and ACS major guidelines that reflects MCAT needs
Author(s) -
Bell Jessica K,
Dwyer Tammy J,
Loer Curtis M,
Lowery Mary Sue,
Provost Joseph J
Publication year - 2016
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.30.1_supplement.887.2
Subject(s) - curriculum , internship , accreditation , core competency , medical education , experiential learning , psychology , flexibility (engineering) , chemistry , mathematics education , medicine , pedagogy , mathematics , statistics , marketing , business
Biochemistry and molecular biology curricula serve students pursuing the major, provide breadth to non‐biochemistry majors (chemistry, biology, biophysics, behavioral neuroscience, engineering) and a foundational knowledge of the topic to pre‐professional students in the biomedical sciences. To meet the needs of this diverse population, the University of San Diego redesigned the biochemistry major. Central to the redesign was retaining degree certification by ACS and meeting the criteria for ASBMB accreditation. ASBMB core concepts and learning objectives, as well as ACS guidelines for introductory, foundational and in‐depth coverage of the five areas of chemistry were mapped onto the curriculum of the major. Because many biochemistry majors and students taking these courses are interested in health professions, we also took into consideration core concept coverage against the MCAT requirements. From this analysis, gaps in foundational concepts or areas with only introductory concept coverage were identified and addressed by the development of new courses; a second semester biochemistry lecture and molecular biology techniques laboratory course. A research methods course was implemented in the 4 th semester that introduces students to primary literature, ethical conduct in research and scholarship, and professional development. With this foundation, students complete a 100 h research project with faculty or via an internship as part of their 400 h experiential learning requirement. Communication skills (written and oral competency) were integrated into the 8 h biochemistry laboratory to showcase students’ course integrated research projects. To reflect the broad interests of students, flexibility for in‐depth concept coverage in an upper division elective was expanded to include biology (Microbiology, Immunology, Adv. Molecular Biology), chemistry (Biophysical Chemistry, Adv. Synthesis, Adv. Physical Methods), and physics (Biophysics) electives. As part of the major's redesign, MCAT 2015 topics in biochemistry were considered during development of the 2‐semester biochemistry course as pre‐professional students typically will complete only one semester of biochemistry lecture. Structure/function/regulation, enzyme kinetics/thermodynamics and catabolic pathways related to glucose were maintained in the first semester. In conjunction with other coursework, this concept coverage provides adequate preparation for MCAT 2015. For students who take only a select number of courses (i.e. non‐biochemistry majors), web‐hosted materials supplement this course work to provide preparatory information for standardized exams. Together, these curricular changes provide our students with the technical and transferrable skills to be successful in their chosen career path.