Making creativity explicit: A workshop to foster creativity in biomedical science education.

Previously we identified that biomedical science students commonly misunderstand "creativity," mistaking it for "freedom." In the present study, we describe and evaluate a workshop designed to increase students' awareness of creativity as a highly sought-after employability skill and cognitive process applicable to scientific endeavors. To achieve this, we developed and introduced students to a process called the "Diamond Model," utilizing a case study to contextualize and signpost the creative processes of divergent and convergent thinking. This model was introduced to students in the first workshop of a 12-week undergraduate biochemistry unit (subject) within the Bachelor of Biomedical Science at Monash University, Australia. Students completed pre- and post-workshop surveys to gauge the impact of the workshop on their conceptions of creativity and Bloom's taxonomy of learning. In addition, reflective journals were completed by a small subset of students (n = 9) following the workshop. Following the workshop, over 65% of students indicated that their conception of creativity had changed. Thematic analysis of students' survey responses and reflections indicated that this change in the conception of creativity included broadening their definition of creativity, increased awareness of creativity as a skill and science as a creative process, and that creativity can be applied to different areas of life. Students attributed the signposting of creative elements as a contributing factor to their increased awareness. These results indicate the positive impact the workshop and our novel Diamond model had on student conception of creativity, highlighting the importance of explicit communication and signposting in skill development.

Research landscape of 3D printing in bone regeneration and bone repair: A bibliometric and visualized analysis from 2012 to 2022.

Three-dimensional printing (3DP) is a popular manufacturing technique with versatile potential for materials processing in tissue engineering and regenerative medicine. In particular, the repair and regeneration of significant bone defects remain as substantial clinical challenges that require biomaterial implants to maintain mechanical strength and porosity, which may be realized using 3DP. The rapid progress in 3DP development in the past decade warrants a bibliometric analysis to gain insights into its applications in bone tissue engineering (BTE). Here, we performed a comparative study using bibliometric methods for 3DP in bone repair and regeneration. A total of 2,025 articles were included, and the results showed an increase in the number of publications and relative research interest on 3DP annually worldwide. China was the leader in international cooperation in this field and also the largest contributor to the number of citations. The majority of articles in this field were published in the journal Biofabrication. Chen Y was the author who made the highest contribution to the included studies. The keywords included in the publications were mainly related to BTE and regenerative medicine (including "3DP techniques," "3DP materials," "bone regeneration strategies," and "bone disease therapeutics") for bone regeneration and repair. This bibliometric and visualized analysis provides significant insights into the historical development of 3DP in BTE from 2012 to 2022, which will be beneficial for scientists to conduct further investigations into this dynamic field.

Liver-on-a-chip: Considerations, advances, and beyond.

The liver is the largest internal organ in the human body with largest mass of glandular tissue. Modeling the liver has been challenging due to its variety of major functions, including processing nutrients and vitamins, detoxification, and regulating body metabolism. The intrinsic shortfalls of conventional two-dimensional (2D) cell culture methods for studying pharmacokinetics in parenchymal cells (hepatocytes) have contributed to suboptimal outcomes in clinical trials and drug development. This prompts the development of highly automated, biomimetic liver-on-a-chip (LOC) devices to simulate native liver structure and function, with the aid of recent progress in microfluidics. LOC offers a cost-effective and accurate model for pharmacokinetics, pharmacodynamics, and toxicity studies. This review provides a critical update on recent developments in designing LOCs and fabrication strategies. We highlight biomimetic design approaches for LOCs, including mimicking liver structure and function, and their diverse applications in areas such as drug screening, toxicity assessment, and real-time biosensing. We capture the newest ideas in the field to advance the field of LOCs and address current challenges.

Why don't students recognize creative learning opportunities in a biomedical science program?

Creativity is a uniquely human trait and it is the force behind many modern advancements. Due to the rapid changes seen across the economy and society, creativity has become highly valued and is in increasing demand by employers. To prepare students to meet this demand, many education stakeholders (such as Monash University) have incorporated creativity into their ethos. However, preliminary analysis of the learning objectives of the Bachelor of Biomedical Science degree (program) at Monash University identified little reference to creativity, even though one of its Graduate Attributes is to become a "creative scholar." The aims of this study were to ascertain the biomedical science students' perception of creativity in the program and to evaluate the program's core units (subjects) for creative learning opportunities. The data shows that students perceived a lack of creativity in the program. However, using Bloom's taxonomy's definition of create, an evaluation of the creative learning opportunities in the core Biomedical Science units identified the presence of a variety of creative opportunities. This discrepancy between student perceptions and learning opportunities lead to the question: Why do not students recognize creative learning opportunities? From the survey responses and mapping data, three reasons were identified: students' lack of awareness of a Graduate attribute, a lack of explicit reference to creativity at the program and unit level, and students' lack of understanding of creativity. © 2019 International Union of Biochemistry and Molecular Biology, 47(6):656-668, 2019.

Barriers and strategies: Implementing active learning in biomedical science lectures.

The traditional teaching style in higher education is didactic. However, the current literature states that student learning improves when they are active players in the process, triggering the move to implement active learning within the curriculum. In accordance, Monash University (an Australian research-intensive university) introduced the "Better Teaching Better Learning" agenda to deliver a more student-centered learning experience but its implementation has been inconsistent across its different schools. Interviews and an online survey were conducted to evaluate the teaching practices in lectures of Biomedical Science academics, identify barriers preventing them from implementing active learning in their teaching, and identify possible strategies to overcome said barriers. The two main teaching groups use a variety of teaching styles in lectures, with education-focused academics employing more active learning practices. Many academics were in the process of changing their teaching style, mainly to improve the overall student learning experience. However, complex barriers prevent them from doing so. Possible strategies were identified that would help academics adopt a more student-centered teaching style. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):29-40, 2018.

Inhibition, escape, and attenuated growth of severe acute respiratory syndrome coronavirus treated with antisense morpholino oligomers.

The recently emerged severe acute respiratory syndrome coronavirus (SARS-CoV) is a potent pathogen of humans and is capable of rapid global spread. Peptide-conjugated antisense morpholino oligomers (P-PMO) were designed to bind by base pairing to specific sequences in the SARS-CoV (Tor2 strain) genome. The P-PMO were tested for their capacity to inhibit production of infectious virus as well as to probe the function of conserved viral RNA motifs and secondary structures. Several virus-targeted P-PMO and a random-sequence control P-PMO showed low inhibitory activity against SARS coronavirus. Certain other virus-targeted P-PMO reduced virus-induced cytopathology and cell-to-cell spread as a consequence of decreasing viral amplification. Active P-PMO were effective when administered at any time prior to peak viral synthesis and exerted sustained antiviral effects while present in culture medium. P-PMO showed low nonspecific inhibitory activity against translation of nontargeted RNA or growth of the arenavirus lymphocytic choriomeningitis virus. Two P-PMO targeting the viral transcription-regulatory sequence (TRS) region in the 5' untranslated region were the most effective inhibitors tested. After several viral passages in the presence of a TRS-targeted P-PMO, partially drug-resistant SARS-CoV mutants arose which contained three contiguous base point mutations at the binding site of a TRS-targeted P-PMO. Those partially resistant viruses grew more slowly and formed smaller plaques than wild-type SARS-CoV. These results suggest PMO compounds have powerful therapeutic and investigative potential toward coronavirus infection.