Interactive learning modules with 3D printed models improve student understanding of protein structure–function relationships

• Published in: Biochemistry and molecular biology education 2020-07, Vol.48 (4), p.356-368
• Main Authors: Howell, Michelle E., Booth, Christine S., Sikich, Sharmin M., Helikar, Tomáš, Dijk, Karin, Roston, Rebecca L., Couch, Brian A.
• Format: Article
• Language: English
• Subjects: 3D printing; Achievement Gains; Allosteric properties; allosteric regulation; Amino acids; Biochemistry; College Science; Concept Formation; Databases, Protein; Education, Medical, Undergraduate - methods; Educational Measurement; Educational Technology; Female; Geometric Concepts; Humans; Imaging, Three-Dimensional - methods; Interactive learning; Learning; Learning Modules; Male; Misconceptions; Models, Anatomic; model‐based learning; Molecular Biology - education; Molecular Structure; molecular visualization; Protein Conformation; Protein structure; protein structure–function; Proteins - chemistry; Proteins - metabolism; Scientific Concepts; Simulation Training - methods; Spatial Ability; Structure-Activity Relationship; Structure-function relationships; Student Improvement; student misconceptions; Students; Teaching Methods; Technology Uses in Education; undergraduate; Undergraduate Students
• ISSN: 1470-8175; 1539-3429
• DOI: 10.1002/bmb.21362

Ensuring undergraduate students become proficient in relating protein structure to biological function has important implications. With current two‐dimensional (2D) methods of teaching, students frequently develop misconceptions, including that proteins contain a lot of empty space, that bond angles for different amino acids can rotate equally, and that product inhibition is equivalent to allostery. To help students translate 2D images to 3D molecules and assign biochemical meaning to physical structures, we designed three 3D learning modules consisting of interactive activities with 3D printed models for amino acids, proteins, and allosteric regulation with coordinating pre‐ and post‐assessments. Module implementation resulted in normalized learning gains on module‐based assessments of 30% compared to 17% in a no‐module course and normalized learning gains on a comprehensive assessment of 19% compared to 3% in a no‐module course. This suggests that interacting with these modules helps students develop an improved ability to visualize and retain molecular structure and function.