As the content of static biochemistry is boring and traditional cramming education fails to draw the attention of students, we divided the course into small units and then made full use of "micro-teaching" resources such as multimedia slides, pictures, objects, experimental demonstrations and animations of the biochemical principles. The method created a "micro-teaching" environment, which combined boring static knowledge with vivid dynamic elements, thus producing a strong sensory impact on students, highlighting the knowledge in their mind, prompting students' participation, and greatly improving the teaching effects. This article introduces the goals and development process of this teaching method, and takes "Protein Denaturation and Renaturation" as an example to demonstrate the design and implementation process of the "micro-teaching", which seems to be of great significance to the improvement of the teaching quality of biochemistry course and serves as a reference for reform in other courses.
Biochemistry/education* ; Humans ; Students

Biochemistry experiment is an experimental module associated with biochemistry curriculum. In the context of deepening the education reform on innovation & entrepreneurship, integrating the concept of innovation & entrepreneurship with the experimental course is an effective way for the biology discipline to foster professional talents with strong engineering ability and innovation & entrepreneurship ability. Outcome-based education (OBE) is a new concept for education. Guided by this concept, we encouraged students to propose and take part in research projects, redesigned the time frame for research project-based experiment teaching, and implemented a multi-dimensional evaluation system along the entire teaching process. Furthermore, we integrated the concept of innovation & entrepreneurship for training undergraduates during the teaching process of biochemistry experiment. These measures not only boosted the students' interest in research and innovation, but also guided the teachers to participate in the entire process, which helped improving the engineering ability and innovation & entrepreneurship ability of the students.
Biochemistry/education* ; Curriculum ; Entrepreneurship ; Humans ; Students

Biochemistry and Molecular Biology are the cornerstone courses of talent training in the field of life science. Taking these course as an example, this study explored reconstructing the knowledge framework, developing teaching cases, sharing teaching resources, innovating teaching means and establishing ideological education patterns. Supported by the scientific research achievements with discipline characteristics and online teaching platform, this research explored and practiced an integrated curriculum reform mode. This mode is guided by scientific research and education, based on the course development, and driven by communication and cooperation. A shared space of "exchange, practice, openness and informatization" was developed to achieve free and independent integration of undergraduate and graduate teaching motivated by learning knowledge, resulting in an effective student training.
Humans ; Curriculum ; Students ; Learning ; Molecular Biology/education* ; Biochemistry/education*

Biochemistry is an important fundamental course of biology related majors, and has the characteristics of speedy development, massive information, sound theoretical basis and feasible applicability. It is difficult for students to learn well in the process of teaching. In addition, the experimental course lacks integrity, comprehensiveness and design experiments. Under the guidance of outcome-based education (OBE) concept, we established a multi-dimensional teaching reform system through theoretically and practically introducing of various teaching methods, online courses, bilingual teaching, stronger practical teaching and optimized assessment mode. The teaching reform system could effectively allow students to change from "passive learning" to "active learning" through activating learning enthusiasm, resulting in cultivated innovation ability. This system could play very important role in promoting quality of talent training of colleges and universities.
Biochemistry/education* ; China ; Humans ; Learning ; Students ; Universities/trends*

Anaerobic digestion is another important anaerobic catabolism pathway besides lactic acid and ethanol fermentation, which is of great significance for recycling resources, maintaining the ecological balance, optimizing the energy structure, alleviating the energy crisis, and promoting the implementation of the "Carbon Peaking and Carbon Neutrality" strategy. However, such an important metabolic process has not been involved in the current textbooks and teaching of biochemistry courses, making the teaching system incomplete. The anaerobic digestion process involves many reactions and complex metabolic pathways. In order to improve the students' understanding to this process, we created a full chart of the whole anaerobic digestion process based on systemic literature review and integrated it into the classroom teaching through the BOPPPS teaching mode. It was found that the classroom teaching assisted by this metabolic chart could help students establish the structural framework of the anaerobic digestion process and enrich the knowledge system of metabolism, achieving a good teaching effect. This paper introduces the content of the metabolic pathways of anaerobic digestion and the design of the teaching process, which would facilitate the teaching reforms and perfection of textbooks for related courses, such as Biochemistry, Environmental Engineering Microbiology and New Energy Engineering.
Humans ; Anaerobiosis ; Biochemistry/education* ; Students ; Metabolic Networks and Pathways ; Fermentation

PURPOSE: We tested the effect of team-based learning (TBL) on medical education through the second-year premedical students’ TBL scores in biochemistry classes over 5 years. METHODS: We analyzed the results based on test scores before and after the students’ debate. The groups of students for statistical analysis were divided as follows: group 1 comprised the top-ranked students, group 3 comprised the low-ranked students, and group 2 comprised the medium-ranked students. Therefore, group T comprised 382 students (the total number of students in group 1, 2, and 3). To calibrate the difficulty of the test, original scores were converted into standardized scores. We determined the differences of the tests using Student t-test, and the relationship between scores before, and after the TBL using linear regression tests. RESULTS: Although there was a decrease in the lowest score, group T and 3 showed a significant increase in both original and standardized scores; there was also an increase in the standardized score of group 3. There was a positive correlation between the pre- and the post-debate scores in group T, and 2. And the beta values of the pre-debate scores and “the changes between the pre- and post-debate scores” were statistically significant in both original and standardized scores. CONCLUSION: TBL is one of the educational methods for helping students improve their grades, particularly those of low-ranked students.
Biochemistry* ; Education, Medical ; Education, Premedical ; Humans ; Learning* ; Linear Models ; Schools, Medical

In this paper, we present some results from an experimental web-based Problem-Based Learning(PBL) course, which was offered to 64 medical students in the first grade at Konkuk university for 7 weeks. For the course, we developed a web-based PBL module, which is composed of three sections. The first section includes the 8 stages of problem probing and solving in patient's care. In every stage, the students can browse all the data for the problem solving. The second section contains some problems for evaluating the academic achievement of the students who successfully passed in the first section. In the third section, some questionnaires are presented to survey the students response. The followings are the results. 1. Average score of the first section was 64.1+/-13.2. Most students participated in the course with integrity, and especially seven students(11%) were remarkable in their clinical reasoning. 2.The student's computer skill did not largely affect their academic achievements. However, it is desirable for the students to learn basic computer usage in advance. 3.A few students attended to the discussion through bulletin board facilities. Considering the importance of discussion in PBL, we need to devise a new way of attracting students in the discussion. 4. The survey showed that sixty five percent of the students thought that the lecture was effective and ninety one percent of them that it would be better if it is offered as a regular course during summer or winter vacations. Seventy five percent of students became to realize the importance of basic sciences such as biochemistry and physiology after this course. 5. There were many students who complained about the malfunctioning of the system. The system should be modified to be more reliable and robust. In conclusion, the web-based PBL course provided an effective way of learning in medical education. It also turned out to be used as an alternative of traditional PBL and especially useful for self study.
Biochemistry ; Education, Medical ; Humans ; Learning ; Physiology ; Problem Solving ; Problem-Based Learning* ; Students, Medical ; Surveys and Questionnaires

Most of the medical schools are confronted with various changes to medical curricula in Korea. Some of them already established a steering group to plan a new curriculum. The study's target is the graduates who had undertaken their 6 year-medical course of Medical School at K University. The purpose of the study is to ascertain how well the medical course they had undertaken had equipped them for practice. The questionnaire explored the level of factual content, the adequacy of their skills training, and the development of attitudes and personal attributes during the course. A total of 204 graduates replied, a response rate of 67.5%. The results can be summarized as follows. The graduates' views on the preclinical course they had undertaken at school of medicine show that they felt there were 'too much' anatomy, biochemistry, and pathology. Their views on the clinical course were shown relatively to be adequate level of factual content in comparison with preclinical course. The graduates' views were also sought concerning the help they had received in acquiring certain skills during their education. Only in the area of 'History-taking' and 'Physical examination' did most feel that the skills had been 'well covered' or 'partially covered'. A part of the survey focused on the attitudes and personal attributes that it was hoped medical students would have acquired by the time they qualified. In most cases the respondents did feel that they had acquired the 15 items' attributes listed, at least partially, by the time they had qualified.
Biochemistry ; Curriculum ; Surveys and Questionnaires ; Education* ; Hope ; Humans ; Korea ; Pathology ; Schools, Medical ; Students, Medical

RO Kishun was born on February 2, 1893 in Ongjin County, Hwanghae Province of Joseon Korea. He graduated from the Medical Training Center, a campus associated with the Joseon Government-General Hospital, in 1915, and from Kyushu Imperial University School of Medicine in 1917. He continued his medical study at the university in 1929, majoring in biochemistry, and earned a doctorate in medicine in 1932. Dr. RO, one of the earliest pioneers in Korean biochemistry, was active in his research, publishing four studies in the Japanese Journal of Biochemistry between 1931 and 1932. After returning from Japan in 1932, Dr. RO opened a medical practice in Mokpo and Busan, port cities situated on the southern tip of Korea. Later in 1936, he moved north to Manchuria (northeast China) to practice medicine at the International Hospital in Mukden (present-day Shenyang). He also served as president of Tumen Public Hospital between 1942 and 1946. When Japan signed unconditional surrender bringing World War II to an end, Dr. RO relocated to Yanbian and began providing medical training to ethnic Koreans. In October 1946, he was appointed dean of the First Branch School of China Medical University in Longjing, and in October 1948 the first dean of Yanbian Medical School, the predecessor of Yanbian University College of Medicine. Dr. RO dedicated his life to medical practice, teaching and training students, and mentoring younger faculty. A brilliant clinician, he also inspired and helped his colleagues with his outstanding ability to diagnose and treat patients. He was one of the founding members of Yanbian University College of Medicine. RO Kishun died on June 7, 1957 at age 64. Ethnic Koreans hailed him as Sinui (literally, the physician of God), and a bronze statue of himself was erected in front of the medical college in 1988. Dr. RO's life brings modern historians' attention to the issue of determining geographical territories and nationality, in that his life unfolded at the borderlands or frontiers of Joseon Korea, China, and Japan, where the history of the three nations met and intermingled with one another. He was a biochemist and researcher, practicing physician and medical professor of the era under Japanese Rule and the one following it. In modern Korean medicine, his life is viewed as a history of the borders, or a transnational legacy going beyond individual history of Korea, China, and Japan.
Biochemistry/*history ; Clinical Medicine/history ; Education, Medical/*history ; History, 20th Century ; Hospitals, Public/history ; Humans ; Korea ; Universities/history

This study was designed to assess the nutritional iron status and anemia of middle school girls. Three-hundred-fiftythree female subjects in Ulsan metropolitan city were evaluated using a questionnaire, and hematological indices. The average height and weight of the respondents were 157.19 +/- 5.57 cm and 51.06 +/-9.42 kg, respectively. The average Body Mass Index (BMI, Kg/m2) was 20.63 +/-3.23, which was within the normal range. With regard to clinical symptoms, the greatest number of respondents reported that they experienced 'decreased ability to concentrate'. The total caloric intake of each subject was 1743.28 +/- 343.47 kcal (83.01% of the Korean RDA) and the calcium intake was 634.98 +/- 201.43 mg (79.37% of the Korean RDA). The mean daily intake of iron was 14.76 +/- 4.36 mg (92.25% of the Korean RDA) and the heme iron intake was 6.12 +/- 2.30 mg, which was 41.5% of the total iron intake. The average hemoglobin (Hb) concentration of the subjects was 13.24 +/- 1.01 g/dl, and the average hematocrit (Hct) level was 37.79 +/- 4.10%. The transferrin saturation {TS (%)} was 19.41 +/- 9.21%, and the ferritin level was 26.26 +/- 18.60 ng/ml. The iron deficiency anemia among the subjects was estimated at 6.1% by using Hb (< 12 g/dl), 20.5% by using Hct (< 36%), 30.8% by using TS (< 14%), and 23.1% by using ferritin (< 12 ng/ml). The total iron binding capacity (TIBC) showed a negative correlation with the Hb, iron, ferritin and TS. With regard to the correlation between blood biochemistry and clinical symptoms related to anemia, the Hb concentration was negatively correlated with 'pale face' (p < 0.05). In addition, the level of iron was significantly and negatively correlated with 'poor memory' (p < 0.01) and the ferritin concentration was negatively correlated with 'no appetite' (p < 0.05), 'pale face (p < 0.05). These results suggest that the prevalence of iron deficiency among middle school girls is very high; therefore, guidelines on dietary support and nutritional education to improve their dietary iron status should be provided.
Anemia* ; Anemia, Iron-Deficiency ; Biochemistry ; Body Mass Index ; Calcium ; Surveys and Questionnaires ; Education ; Energy Intake ; Female* ; Ferritins ; Hematocrit ; Heme ; Humans ; Iron* ; Iron, Dietary ; Prevalence ; Reference Values ; Transferrin ; Ulsan*