Genomics course design and combined teaching strategy to enhance learning initiatives in classroom. Issue 6 (12th August 2019)

• Record Type: Journal Article
• Authors: Ouyang, Liming; Zhang, Huizhan; Zhang, Xuexin; Wu, Haizhen
• Is Part Of: Biochemistry and molecular biology education. Volume 47:Issue 6(2019)
• Page Start: 632
• Page End: 637
• Publication Date: 2019-08-12
• Subjects: genomics -- presentation‐assimilation‐discussion (PAD) -- pedagogy -- omics -- computer experiment; Biochemistry -- Study and teaching -- Periodicals; Molecular biology -- Study and teaching -- Periodicals; 572.071
• DOI: 10.1002/bmb.21289
• Languages: English
• ISSNs: 1470-8175

Abstract

Abstract: 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.