Incorporation of a Virtual Proteomics Module into the Undergraduate Analytical Curriculum

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  • Author(s): Kathryn L. Kapp (ORCID Kathryn L. Kapp (ORCID 0000-0002-1468-8569); Renã A. S. Robinson (ORCID Renã A. S. Robinson (ORCID 0000-0001-6307-8671); Susan Verberne-Sutton (ORCID Susan Verberne-Sutton (ORCID 0000-0002-9766-2865); Kaitlyn E. Stepler (ORCID Kaitlyn E. Stepler (ORCID 0000-0003-0784-089X)
  • Language:
    English
  • Source:
    Journal of Chemical Education. 2023 100(8):3124-3131.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: [email protected]; Web site: http://pubs.acs.org/jchemeduc
    • Peer Reviewed:
      Y
    • Source:
      8
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Undergraduate Study; Science Education; Biochemistry; Measurement Equipment; Data Analysis; Computer Software
    • Accession Number:
      10.1021/acs.jchemed.3c00067
    • ISSN:
      0021-9584
      1938-1328
    • Abstract:
      Proteomics, or the study of the set of proteins in an organism, tissue, or cell, is a rapidly growing field within bioanalytical chemistry that can be used to investigate many biological questions. However, proteomics is not fully integrated into the undergraduate chemistry curriculum because of a lack of access to expertise, the cost of required analytical instrumentation (liquid chromatography [LC] and mass spectrometry [MS]), and the time required for proteomics experiments. A virtual proteomics module was developed for flexible learning environments (i.e., in-person, hybrid, online) to introduce undergraduate Analytical Chemistry students to proteomics without the need for expensive instrumentation. This module teaches students about proteomics sample preparation and data acquisition, provides real LC-MS/MS data from unknown plasma samples for students to analyze, and provides experience with Mascot, a free online data analysis platform that can be used to identify the species of origin. The module was implemented in Introduction to Analytical Chemistry in two ways: (1) as a laboratory (online; ~120 min) and (2) as a lecture (hybrid; ~75 min). Students reported improved knowledge of proteomics after exposure to this module with average quiz scores increasing from 27% to 73%. In the lecture implementation, >90% of students successfully identified their unknowns, with almost 80% correctly justifying their conclusions. Additionally, students demonstrated increased interest in proteomics by formulating more complex research questions on the post-quiz (average of 40 words) than the pre-quiz (average of 18 words). This module was effective for students across majors and years and is a valuable educational tool that incorporates proteomics into the undergraduate chemistry curriculum across learning environments.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1444507