Practices of integrating the undergraduate and graduate teaching of Biochemistry and Molecular Biology / 生物工程学报

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.

Anaerobic digestion pathways in biochemistry: a teaching practice / 生物工程学报

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.

Integrating dynamic elements to static biochemistry-the practice of unitized "micro-teaching" / 生物工程学报

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.

Integration of innovation & entrepreneurship concept with the teaching practice of biochemistry experiment / 生物工程学报

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.

Construction of multi-dimensional teaching reform system of Biochemistry based on outcome-based education / 生物工程学报

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.

Contribución del programa de fortalecimiento académico a la permanencia universitaria de estudiantes de Medicina / Contributions strengthening academic program in biochemistry at the university stay in Medicine i: en

Introducción: la permanencia de los estudiantes en Medicina implicó el desarrollo de estrategias dirigidas a disminuir la deserción académica. El Programa de Fortalecimiento académico de la Universidad del Rosario, ha contribuido a este logro a partir del acompañamiento de los estudiantes en su aprendizaje. Objetivo: analizar el éxito y la calidad académicos de estudiantes de Medicina que reingresaron a la carrera luego de cursar y aprobar un Programa de Fortalecimiento Académico diseñado para reforzar las asignaturas que causaron la pérdida del cupo. Métodos: estudio tipo censo que incluyó a todos los estudiantes inscritos (n = 113) en las asignaturas de refuerzo en Bioquímica del Programa, desde el primer semestre del 2008 al segundo del 2012. Resultados: el mayor número de inscritos al Programa se presentó en las asignaturas de refuerzo en Bioquímica I y II: 42 por ciento (n = 58) y el 50 por ciento (n = 56). El 58 por ciento (n = 66) de los estudiantes que aprobaron el Programa obtuvieron el reingreso al pregrado y permanecieron activos en la carrera de Medicina. El 18 por ciento de los que permanecieron en la Universidad, superó el parámetro de buena calidad académica, con notas ≥ 4,0 una vez cursaron las asignaturas. Conclusiones: desde el ámbito de la Bioquímica, el Programa ha contribuido a la permanencia estudiantil en la carrera de Medicina, acorde con el reto de las políticas públicas. La pérdida del cupo por bajo rendimiento académico del 21,8 por ciento (n = 87) de estudiantes que reingresaron al pregrado, indica la orientación de acciones que incidan en factores como el aislamiento social, problemas familiares o de salud, y la orientación vocacional(AU)

Introduction: The retention of students in Medicine involves development of strategies aimed at reducing academic desertion. Academic Support Program of the Universidad del Rosario, has contributed to this achievement from accompanying students in their learning. Objective: The aim of this study was to analyze the success and quality in academic promotion of students from Health Sciences at the University of Rosario, who entered the Strengthening Program, and previously lost their enrollment in Medicine because Biochemistry subjects. Methods: Census study that includes all students enrolled in the program (113) with reinforcement in Biochemistry subjects from the first half of 2008 to second in 2012. Results: 58 percent (n = 66) of students remained and obtaining readmission to the University and active status likewise undergraduate students in the medical career. The highest number was registered in the subjects Biochemistry reinforcement I and II: 42 percent (n = 58) and 50 percent (n = 56) respectively. 18 percent of those who stayed in college, exceeded the parameter of good academic quality, with notes ≥ 4,0 in these subjects. Conclusions: Since Biochemistry context, the Strengthening Program has contributed to student retention in the medical career and also according to the challenge of public policy. The loss of quota for poor academic performance 21.8 percent (n = 87) of students who were readmitted to undergraduate indicates the orientation of activities influencing factors such as social isolation, family or health problems, and vocational guidance(AU)

Identification of mistakes and their correction by a small group discussion as a revision exercise at the end of a teaching module in biochemistry.

Background. Graduate medical students often get less opportunity for clarifying their doubts and to reinforce their concepts after lecture classes. The Medical Council of India (MCI) encourages group discussions among students. We evaluated the effect of identifying mistakes in a given set of wrong statements and their correction by a small group discussion by graduate medical students as a revision exercise. Methods. At the end of a module, a pre-test consisting of multiple-choice questions (MCQs) was conducted. Later, a set of incorrect statements related to the topic was given to the students and they were asked to identify the mistakes and correct them in a small group discussion. The effects on low, medium and high achievers were evaluated by a post-test and delayed post-tests with the same set of MCQs. Results. The mean post-test marks were significantly higher among all the three groups compared to the pre-test marks. The gain from the small group discussion was equal among low, medium and high achievers. The gain from the exercise was retained among low, medium and high achievers after 15 days. Conclusion. Identification of mistakes in statements and their correction by a small group discussion is an effective, but unconventional revision exercise in biochemistry.

Efeitos da luz UV-A e visível em células da pele e no cabelo / Effects UV-A and visible light on skin cells and hair

A luz solar apresenta ondas eletromagnéticas em ampla faixa espectral, incluindo as regiões do ultravioleta (UV-C, UV-B, UV-A), visível e infravermelho. Cada região interage com a pele de forma dependente da fotofísica e da fotoquímica dos seus respectivos compostos absorvedores. A luz UV-A causa a geração de espécies reativas de oxigênio e de nitrogênio (EROs e ERNs) através da fotossensibilização de moléculas endógenas (co-enzimas de flavina, porfirinas, melaninas). Quando fotossensibilizadores produzem quantidades de EROs e ERNs maiores do que a capacidade celular de supressão destas espécies, caracteriza-se um quadro de desbalanço redox, que causa lesão em biomoléculas como os ácidos nucleicos, lipídeos e as proteínas. Essas lesões podem levar à morte celular ou a outras transformações fenotípicas e genotípicas e também estimulam a liberação de citocinas pró-inflamatórias. Com a finalidade de melhor compreender a dinâmica dos mecanismos de resposta celular após exposição ao UV-A e ao visível, nós caracterizamos inicialmente as propriedades fotofísicas da melanina e detectamos a produção de oxigênio singlete (1O2) pela fotossensibilização no visível e a supressão desta espécie excitada pela reação do oxigênio singlete com a dupla ligação reativa dos grupos indóis presentes na melanina. Estes processos também foram observados no cabelo e levaram-nos a propor um modelo que explica o efeito da luz visível na estrutura e cor dos cabelos. Demonstramos também que a feomelanina produz mais (30%) 1O2 do que a eumelanina, que sofre maior modificação na sua estrutura por fotodegradação. O efeito destes processos na pele foi estudado a nível celular. Demonstramos que células epiteliais com maior teor de melanina apresentaram maior geração de 1O2 que causa lesão no DNA e morte necro-apoptótica após irradiação com luz visível. A foto-oxidação da melanina pela luz visível nos motivou a estudar um pigmento que fosse foto-protetor não somente contra luz UV-B mas também contra luz visível. A pigmentação com Acetil-Tirosina se mostrou atóxica e protetora contra luz UV-B e visível ao contrário do pigmento com tirosina, que se mostrou protetor do UV-B mas tóxico no visível. Este efeito foi relacionado com a localização celular do polímero e não com a estrutura do mesmo. A luz UV-A, por sua vez, promove o acúmulo de lipofuscina dentro dos vacúolos autofágicos de queratinócitos da pele e que também ativa a fototoxicidade pela luz visível. A lipofuscina dentro dos vacúolos autofágicos é foto-oxidada pela luz visível, causando lesão no DNA e morte celular programada tipo II. Doses UV-A que desencadeiam a liberação de citocinas também foram caracterizados

Sunlight presents electromagnetic radiation over a wide spectral range, including the regions of ultraviolet (UV-C, UV-B, UV-A), visible and infrared. Each region interacts with skin dependending on the photophysics and photochemistry of the respective absorbing compounds. UV-A light causes the generation of reactive oxygen and nitrogen species (ROS and RNS) by photosensitization of endogenous molecules (flavin coenzymes, porphyrins, melanins). When photosensitizers produce amounts of ROS and RNS larger than the cell capacity to suppress these species, a set of redox imbalance, which damages biomolecules such as nucleic acids, lipids and proteins. This damage cause cell death and to other phenotypic and genotypic changes and also stimulates the release of proinflammatory cytokines. In order to better understand the dynamics of the mechanisms of cellular responses after exposure to UV-A and visible light, we initially characterized the photophysical properties of melanin and detected the production of singlet oxygen (1O2) by photosensitization in the visible, as well as the suppression of these excited species by reaction of singlet oxygen with the double bonds of the reactive groups presented in the melanin indols. These processes were also observed in hair and led us to propose a model that explains the effects of visible light on the structure and color of hair. We also demonstrated that pheomelanin produces more (30%) 1O2 than eumelanin, which undergoes a quick change on its structure by photodegradation. The effect of these processes in the skin was studied at the cellular level. We demonstrated that epithelial cells with larger melanin content have stronger generation of 1O2, which causes DNA damage and necro-apoptotic death after irradiation with visible light. The photo-oxidation of melanin by visible light has motivated us to study a pigment that was not only able to protect against UV-B but also against visible. Pigmentation with Acetyl-Tyrosine proved nontoxic and protective against UV-B and visible light instead of pigmentation with Tyrosine, which shielded against UV-B but showed toxicity in the visible. This effect was associated with the polymer, cell location and not with its structure. UV-A light, in turn, promotes the accumulation of lipofuscin, within autophagic vacuoles of keratinocytes also enabling phototoxicity in the visible light. The lipofuscin within the autophagic vacuoles is fotooxidized by visible light, causing DNA damage and programmed cell death type II. Linear dose of UV-A that trigger the release of cytokines were also characterized

Hiperentorno de aprendizaje para el tratamiento de los contenidos de las biomoléculas en las carreras de Tecnología de la Salud / Learning hyperrange for biomolecules themes in the Health Technologies careers

El aprendizaje de las biomoléculas en los programas de Química y su dirección metodológica requieren de una constante actualización en correspondencia con las exigencias de la formación de los tecnólogos de la salud. Un acercamiento al proceso de enseñanza-aprendizaje de la Química en la filial de Ciencias Médicas permitió corroborar la existencia de insuficiencias que limitan el aprendizaje de los contenidos sobre biomoléculas en vinculación con sus aplicaciones prácticas en el ámbito de la salud, haciéndose necesario aportar un medio didáctico para la dirección de este proceso, en el cual se concibe una nueva visión metodológica. Como resultado de esta investigación, el Hiperentorno Educativo de Aprendizaje (HEA) para el aprendizaje de las biomoléculas, concebido desde la organización de la actividad cognoscitiva y la sistematización metodológica, integra coherentemente situaciones de aprendizaje, sistemas de ejercicios y preguntas a partir de las aplicaciones prácticas de las biomoléculas en el ámbito de la salud(AU)

The biomolecules learning in the chemistry subjects and its methodological direction require a constant updating in correspondence with the demands of the health technologists. An approaching to teaching-learning process of the chemistry in the medical sciences college allowed to corroborate the existence of insufficiencies that limit the learning over the contents dealing with biomolecules linked to their practical applications in the health issues, making it necessary to contribute with a didactical mean for the process direction in which a new methodological vision is conceived. As a result in this investigation, the Learning Educative Hyperrange for the directions of the biomolecules teaching-learning process, conceived since the cognitive activity organization and methodological systematization which integrates coherently, learning situations, exercises systems and questions to deport of the practical applications on the biomolecules in the health issues(AU)

Proyectos Fisioma / Physione projects

Los proyectos fisioma están siendo desarrollados por diversa organizaciones y comunidades internacionales. Proponen innovadores enfoques investigativos, formas de organización y utilización de recursos para comprender integralmente, como sistemas, al ser humano y otros eucariotas, desde la concepción hasta la muerte, desde los genes hasta los organismos, a través de multiples escalas de espacio (rango: 10 elevado a 9 en la escala métrica), tiempo (rango: 3 x 10 elevado a 15 en segundos) y organización (moléculas, células, tejidos, organos, organismos). Se pone gran énfasis en el uso de modelos matemáticos/computacionales como herramientas para la integración del conocimiento, la experimentación virtual in sílico, el trabajo colaborativo de numerosos grupos multidisciplinarios internacionales, la creación de grandes bases de datos, ontologías, lenguajes estandarizados, metodologías, infraestructura, repositorios de instrumentos de trabajo; el entrenamiento de nuevos investigadores interdisciplinarios, el desarrollo de organizaciones y comunidades para obtener apoyo financiero, considerar aspectos éticos y legales, validar los modelos, facilitar la aplicación de resultados en la clínica, en la industria, en la enseñanza de los profesionales y en la educación del público, con el fin de maximizar los beneficios sociales. Presentamos el proyecto Fisioma de la Union Internacional de Ciencias Fisiológicas (UICF), y el "Humano Fisiológico Virtual", Eurofisioma, apoyado por la Union Europea. Mencionamos otros proyectos relacionados.

Physiome projects are being developed by several international organizations and communities. They propose innovative approaches to research, organization and resourse allocation aiming to fully understand, as systems, the human being and other eukaryotes, from conception to death, from genes to organisms, through multiple scales of space, time and organization (molecules, cells, tissues, organs, organisms). Great emphasis is placed in the of mathematical/computational modeling, in silico experimentation, international collaborative multidisciplinary work; the creation and share of large data bases, antologies standard languages, methodologies. infrastructures, tools; the training of new interdisciplinary investigators. New organizations are being developed to get funding, to consider ethical and legal aspects, to validate models, to facilitate the application of results from basic research to clinical practice, industry and education of professionals and the general public, in order to maximize social benefits. We will consider the Physiome Projects of the International Union Physiological Sciences (IUPS) and the Virtual Physiological Human (VPH), Europhysiome, supported by the European Union. Other related projects are mentioned.

Ensino de bioquímica no curso de nutrição em uma instituição de ensino superior da rede particular: diagnósticos e intervenções / Teaching of Biochemistry in the Nutrition course in a private higher education institution: diagnostics and interventions

Nos últimos anos, tem-se observado nas instituições de ensino superior, públicas e particulares, uma grande dificuldade dos alunos da área da saúde na aprendizagem de Bioquímica. Este problema deve-se principalmente ao uso da abstração para descrever fenômenos que acontecem em nível molecular, além da exigência de conhecimentos básicos de química. Portanto, para tornar a disciplina de Bioquímica efetiva na formação dos nutricionistas é necessário adotar medidas focadas nas principais dificuldades dos alunos. É muito importante ressaltar a necessidade de uma análise do ensino de Bioquímica no curso de Nutrição de uma Instituição de Ensino Superior da rede particular, pois sua contribuição para a formação profissional é, quantitativamente, superior às públicas. Contudo, as reais condições de ensino/aprendizado vigentes têm sido pouco estudadas, do ponto de vista acadêmico. A presente pesquisa identificou as principais dificuldades dos alunos no aprendizado de Bioquímica e propôs alternativas para seu aprimoramento, usando como modelo de estudo a disciplina de Bioquímica no curso de Nutrição em uma Instituição de Ensino Superior da rede particular. Durante a pesquisa, foi traçado um perfil da instituição e dos estudantes, foram realizados questionários e testes, para investigar as principais dificuldades no aprendizado de Bioquímica. Concluímos que os alunos têm grande dificuldade com as representações simbólicas, problemas em compreender palavras novas, interpretar textos e gráficos. Então, foram realizados exercícios direcionados à melhora da compreensão das representações simbólicas, interpretações de textos e gráficos e a cada palavra nova o seu significado era explicado. Diante da necessidade de compreensão de um conceito químico, o assunto era abordado. Também foram realizadas provas em grupo, para que os alunos tivessem a oportunidade de discutir de forma ativa os problemas apresentados. Para avaliar a eficácia das intervenções foram realizados os...

In recent years, it has been observed that life science students in both private and public universities have great difficulties in learning biochemistry. This problem is due mostly to the lack of abstract thought, required for understanding phenomena at the molecular level, accompanied by lack of basic chemistry knowledge. Therefore to improve the effectiveness of biochemistry teaching it is necessary to adopt measures that address the main students' difficulties The analysis of biochemistry teaching in the Nutrition course of a private university is considered essential given that their student output is superior to public universities'. Despite of this, academic research on the actual teaching & learning conditions in private universities is limited. The current research used the teaching of biochemistry to Nutrition students of a private university as a case study. Profiles of the institution and students were drawn and questionnaires and tests carried out to investigate the main difficulties faced by students. We concluded that students have great difficulty in understanding symbolic representations, have problems in understanding new vocabulary and interpreting texts and graphs. Therefore, students were subjected to exercises aimed at developing the understanding of symbolic representations and text and graphics interpretation, with the meaning of each new word explained. Chemistry concepts were discussed as required. Assessments were held in small groups, to provide students the opportunity to actively discuss the issues being presented. To evaluate the effectiveness of these interventions the students were subjected to the same tests used to evaluate their difficulties . The visual literacy test showed considerable improvements in graphs interpretation and new vocabulary. A comparison of before and after evaluation sheets pointed that students were more satisfied with the learning experience following the interventions. Therefore we conclude that it...

Guías prácticas de bioquímica como solución pedagógica en el escenario del laboratorio clínico del proyecto políclinico universitario / Biochemistry practical guides: educational solution in the clinical laboratory setting of teaching university polyclinic

El desarrollo de prácticas de laboratorio en el primer año de la carrera de Medicina se ha visto limitada por las carencias de reactivos, sin embargo, el escenario del policlínico universitario facilita su realización al estar disponibles los servicios del laboratorio clínico. Esta actividad docente concebida para la adquisición de hábitos y habilidades en procedimientos experimentales alejados de la vinculación básico-clínica tampoco es alcanzable en los nuevos modelos pedagógicos. Para lograr familiarizar a los estudiantes con su futuro desempeño profesional se realiza una investigación acción de tipo cualitativa cuyos objetivos se encaminaron a: identificar los procedimientos experimentales que se realizan en el escenario docente y que permiten tratar los contenidos de Bioquímica, elaborar la estructura metodológica para la vinculación básico-clínica mediante el desarrollo de prácticas de laboratorio orientadas a problemas de salud en la comunidad y comprobar el nivel de satisfacción de los estudiantes sobre el desarrollo de esta actividad docente al ser aplicado el diseño metodológico elaborado durante los cursos 2005-2006 y 2006-2007 en los policlínicos Norte del municipio de Sancti Spíritus, el de Guayos y de Fomento. Entre los resultados a destacar se encuentran que existe relación entre el contenido de Bioquímica y los complementarios con los procedimientos experimentales y de diagnósticos que se realizan en el laboratorio clínico del policlínico universitario factibles a la vinculación básico-clínica, se familiarizaron los estudiantes con problemas de salud presentes en la comunidad, lograron interpretar resultados de complementarios. Los estudiantes expresaron estar satisfechos con la metodología aplicada reconociendo que actividades de este tipo los motivan al estudio de la Bioquímica y su importancia en la formación como futuros médicos generales e integrales.

The development of laboratory practices during the first year of the Medicine career undergoes the lack of reagents; however, the university polyclinic setting allows it's carrying out due to the availability of the clinical laboratory. This teaching activity conceived for the acquisition of habits and abilities in experimental procedures remotes from the basic-clinical linking neither is achievable in the new teaching models. To obtain the students familiarization with their future professional performance, authors made a research action of qualitative type whose objectives aimed at to identify the experimental procedures applied in the educational setting allowing treating the Biochemistry contents, to design the methodological structure for basic-clinical link through the development of laboratory practices directed to community health problems and to verify the student's satisfaction level on the development of this teaching activity when the methodological design was applied for 2005-2006 courses and 2006-2007 in the Northern polyclinics of Sancti Spíritus, Guayos and Fomento municipalities. Among the more significant results achieved is the relation between the Biochemical content and the complementary ones using the experimental procedures y of diagnosis performed in the clinical laboratory of university polyclinic feasible to basic-clinical linking, the familiarity of students with the health problems present in the community and interpretation of complementary results. The students expressed their satisfaction with the applied methodology recognizing the this type of activity motivates them to Biochemistry study and its significance in the practical training as future integral general physicians.

El trabajo en pequeños grupos facilita la enseñanza-aprendizaje de Bioquímica / Work in small groups makes easy the Biochemical teaching and learning

El objetivo de este trabajo fue analizar la nueva propuesta de enseñanza de Bioquímica en la carrera de Medicina, que incluyó cambios en las estrategias de enseñanza-aprendizaje y de evaluación. Las clases expositivas fueron reemplazadas por la Discusión en Pequeños Grupos (DPG), en la que diez alumnos discuten situaciones del proceso salud-enfermedad. Los exámenes parciales individuales fueron reemplazados por la Evaluación en Pequeños Grupos (EPG) con la presentación de situaciones problema para la discusión y el análisis grupal. La información del presente estudio, de abordaje cualitativo, se obtuvo a partir de entrevistas semiestructuradas con docentes y alumnos. Los núcleos de análisis fueron: motivación, relaciones interpersonales, trabajo en grupo, construcción de conocimientos, comunicación, integración teórico-práctica y evaluación. La articulación de la DPG con las demás estrategias didácticas, como Clases de Consolidación, Seminarios Científicos, Trabajos Prácticos de Laboratorio y EPG motivó a docentes y alumnos, permitió la recuperación de conocimientos previos, la búsqueda activa de conocimientos e incentivó las relaciones interpersonales colaborativas y la integración conceptual. De esta forma, la incorporación de estrategias problematizadoras en grupos favoreció los procesos de aprendizaje significativo promoviendo las readecuaciones.

The objective of this work was the analysis of the new biochemistry teaching proposal presented in the Medicine Career. This proposal included changes in the teaching-learning and evaluation strategies. Explanatory lessons were replaced for Discussions in Small Groups (DSG) where groups of ten students discuss different issues related to situations in the health-illness process. At the same time, individual mid-term exams were changed for Evaluations in Small Groups (ESG) with presentation of problematic situations for discussion and group analysis. The qualitative information contained herein was obtained from organized meetings with teachers and students. The data analysis was directed by: motivation, interpersonal relationships, group work, knowledge building, communication, theoretical and practical integration and evaluation. The DSG together with other didactic strategies of the department such as Consolidation Lessons, Scientific Seminars, Laboratory Written Assignments and ESG motivated teachers and students, allowed the recovery of previous knowledge and the active search for it, encouraged the interpersonal relationships and the conceptual integration. In this way, the inclusion of this type of strategies benefited the significant learning processes and promoted changes.

O objetivo de este trabalho foi analisar a nova proposta de ensino de Bioquímica na carreira de Medicina, incluindo as mudanças nas estratégias de ensino-aprendizagem e de avaliação. As aulas expositivas foram substituídas pela Discussão em Pequenos Grupos (DPG), em que dez alunos discutem situações do processo saúde-doença. As provas parciais individuais foram substituías pela Avaliação em Pequenos Grupos (APG) com a apresentação de situações problema para a discussão e a análise grupal. As informações para este estudo, de abordagem qualitativa, foram obtidas a partir de entrevistas semi-estruturadas com docentes e alunos. Os núcleos de análise foram: a motivação, as relações interpessoais, o trabalho em grupo, a construção de conhecimentos, a comunicação, a integração teórico-prática e a avaliação. A articulação da DPG com as demais estratégias didáticas, como as Aulas de Consolidação, Seminários Científicos, Trabalhos Práticos de Laboratório e APG motivou docentes e alunos, permitiu a recuperação de conhecimentos prévios, a busca ativa de conhecimentos e incentivou as relações interpessoais colaborativas e a integração conceitual. Desta forma, a incorporação de estratégias problematizadoras em grupos, tem favorecido os processos de aprendizagem significativa promovendo as readequações.

Entorno virtual de enseñanza-aprendizaje para la construcción del conocimiento en bioquímica médica / Virtual teaching and learning for the construction of knowledge in medical biochemistry

Se presenta la experiencia de diseño, implementación y evaluación formativa de un entorno virtual de enseñanza aprendizaje basado en Moodle como apoyo al curso de bioquímica durante los períodos 2005-2006, 2006-2007 y 2007-2008. Los resultados indican que los estudiantes tuvieron una buena disposición y una percepción positiva del entorno virtual de enseñanza aprendizaje. Se encontró una correlación positiva entre la frecuencia del uso del entorno virtual de enseñanza aprendizaje y la calificación previa de los estudiantes (r= 0,297 P= 0,000). La frecuencia del uso de los materiales interactivos fue mayor en los estudiantes con calificación previa igual o mayor que 10 puntos en comparación con los de calificación previa inferior a 10 puntos (21,3 ± 2,5 vs. 9,5 ± 1,6; P= 0,007). Como resultado de la aplicación de una estrategia didáctica denominada curso de recuperación se observó un aumento del número de aprobados (52 por ciento) con respecto a los estudiantes que no realizó el curso (21 por ciento), encontrándose una correlación positiva estadísticamente significativa entre la calificación obtenida por los estudiantes en el examen de reparación tanto con el total de entradas al entorno virtual de enseñanza aprendizaje (r= 0,543, P= 0,001) como con el total de las tareas cumplidas por cada uno (r= 0,621, P= 0,000). La experiencia indica que el entorno virtual de enseñanza aprendizaje puede ser utilizado como herramienta para favorecer la construcción del conocimiento bioquímico

The experience of the design, implementation, and formative evaluation of a virtual teaching and learning environment based on Moodle as support to the Biochemistry course during the periods 2005-2006, 2006-2007 and 2007-2008 is presented. The results indicate that the students showed a good disposition and positive perception of the virtual teaching and learning environment. A positive correlation between virtual teaching and learning environment use and grades of the students (r= 0.297 P= 0.000) was found. The frequency of the use of the interactive materials was higher by students with previous grades equal or higher than 10 points compared to those with previous grades lower than 10 points (21.3 ± 2.5 vs. 9.5 ± 1.6; P= 0.007). As a result of the application of a didactic strategy called recovery course, an increase on the number of students who passed (52 percent), with respect to those who didn’t take the course (21 percent), was observed, finding a statistically significant positive correlation between the grades obtained by the students in the recovery exam, both with the total number of hits to thevirtual teaching and learning environment (r= 0.543, P= 0.001), as well as with the total number of assignments completed by each student (r= 0.621, P= 0.000). The experience indicates that virtual teaching and learning environment can be used as a tool to favor the construction of biochemical knowledge