Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.22/3602
Título: ß-lactamases in the biochemistry and molecular biology laboratory
Autor: Amador, Paula
Prudêncio, Cristina
Vieira, Mónica
Ferraz, Ricardo
Fonte, Rosália
Silva, Nuno
Coelho, Pedro
Fernandes, Rúben
Palavras-chave: Curriculum development
Genomics proteomics bioinformatics
Laboratory exercises
Recombinant DNA technology
Integration of research into undergraduate teaching
Data: 2009
Editora: International Union of Biochemistry and Molecular Biology
Relatório da Série N.º: Biochemistry and Molecular Biology Education; Vol. 37, Nº 5
Resumo: β-lactamases are hydrolytic enzymes that inactivate the β-lactam ring of antibiotics such as penicillins and cephalosporins. The major diversity of studies carried out until now have mainly focused on the characterization of β-lactamases recovered among clinical isolates of Gram-positive staphylococci and Gram-negative enterobacteria, amongst others. However, only some studies refer to the detection and development of β-lactamases carriers in healthy humans, sick animals, or even in strains isolated from environmental stocks such as food, water, or soils. Considering this, we proposed a 10-week laboratory programme for the Biochemistry and Molecular Biology laboratory for majors in the health, environmental, and agronomical sciences. During those weeks, students would be dealing with some basic techniques such as DNA extraction, bacterial transformation, polymerase chain reaction (PCR), gel electrophoresis, and the use of several bioinformatics tools. These laboratory exercises would be conducted as a mini research project in which all the classes would be connected with the previous ones. This curriculum was compared in an experiment involving two groups of students from two different majors. The new curriculum, with classes linked together as a mini research project, was taught to a major in Pharmacy and an old curriculum was taught to students from environmental health. The results showed that students who were enrolled in the new curriculum obtained better results in the final exam than the students who were enrolled in the former curriculum. Likewise, these students were found to be more enthusiastic during the laboratory classes than those from the former curriculum.
Peer review: yes
URI: http://hdl.handle.net/10400.22/3602
Versão do Editor: http://onlinelibrary.wiley.com/doi/10.1002/bmb.20324/abstract
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