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Problem-based learning
Biochemical Education ELSEVIER
Biochemical
Education
Features
Section
Problem-based which results from the process of working towards the understanding oJ; or resolution oj a problem [ 11. Given such a
Problem-based
learning
(PBL)
is . . . learning
definition, then in many cases the Problem-based Learning Page of Biochemical Education has rather skirted its title, because its has simply included sets of problem questions, rather than being devoted to PBL itself. In general, however, the justification for their inclusion has been that such questions can give templates for teachers to modify to suit their own needs and so be adapted to form the basis of small PBL classes in Biochemistry. However, a number of papers here have addressed PBL directly [2-51 and I am glad to note that this is also the case in this issue of Biochemical
26 (1998) 140
learning the life of an academic before present day research assessment exercises and teaching and subject reviews became the norm? For those who are cat people and wish to modify the diabetes question, it should be noted that cats are known to suffer from both types I and II diabetes [7]. The latter is the more prevalent, although the situation is rather more complicated than at first glance. The terms themselves are not seemingly strictly transferable from their human connotations [8] and most diabetic cats do, in fact, require insulin therapy [9]. Please keep submitting papers to the PBL Page: all are gratefully received. the Manchester Metropolitan
Education.
Professor Henderson has written an interesting article which explains how PBL may be used in the learning of some essential basics of Biochemistry by students new to the subject. In particular, I liked the questions relating to the term ‘moderately strong acids’. It would be instructive to ask students what this means in numeric terms! The pK, values for acetoacetic acid and fi-hydroxybutyric acids are 3.58 and 4.39, respectively [6]. This gives an excess of salt over acid of approximately 2630 (for acetoacetate) and 407 (for P-hydroxybutyrate) at pH 7. Perhaps the following sub-question should be added to Professor Henderson’s list. What should these acids be called in biological systems: -ic or -ate? It is often stated that humans are either dog people or cat people. Presumably Professor Henderson is a dog person. So am I, or I was until I became jealous of Rosie Ann’s rather indolent pre-diabetic existence. Was that
0307-4412/98/$19.00 + 0.00 0 1998 IUBMB. PII: SO307-4412(98)00117-4
Published
by Elsevier
Science
C A Smith University, UK Editor
References R.M. Tambling, Problem-based Learning: An PI H.S. Barrows, Approach To Medical Education, Springer, New York, 1980. L.A.V. Fernandez, Biochem. Educ. 21 (1994) PI C.W. Helleiner, 143- 146. (31 CA. Smith, S.C. Powell, E.J. Wood, Biochem. Educ. 23 (1995) 149-152. [41 P.N. Campbell, Biochem. Educ. 23 (1995) 202-204. J.R. Bergesse, M.B. Garcia, A.C. Fernandez, PI V.A. Rivarola, Biochem Educ 25 (1997) 22-23. (Ed.), Handbook of Biochemistry and Molecular 161 G. Fasman Biology, Vol 1, 3rd ed., CRC Press, Inc., Cleveland, Ohio, 1976. [71 R.W. Nelson, Praktische Tierarzt 72 (1991) 649. PI T.A. Lutz, J.S. Rand Vet. Clinics N. Amer. - Small Animal Prac. 25 (1995) 527-552. [91 J.S. Rand, Aus. Vet. Prac. 27 (1997) 68.
Ltd. All rights reserved.
Biochemical
Education
Features
Section
Problem-based which results from the process of working towards the understanding oJ; or resolution oj a problem [ 11. Given such a
Problem-based
learning
(PBL)
is . . . learning
definition, then in many cases the Problem-based Learning Page of Biochemical Education has rather skirted its title, because its has simply included sets of problem questions, rather than being devoted to PBL itself. In general, however, the justification for their inclusion has been that such questions can give templates for teachers to modify to suit their own needs and so be adapted to form the basis of small PBL classes in Biochemistry. However, a number of papers here have addressed PBL directly [2-51 and I am glad to note that this is also the case in this issue of Biochemical
26 (1998) 140
learning the life of an academic before present day research assessment exercises and teaching and subject reviews became the norm? For those who are cat people and wish to modify the diabetes question, it should be noted that cats are known to suffer from both types I and II diabetes [7]. The latter is the more prevalent, although the situation is rather more complicated than at first glance. The terms themselves are not seemingly strictly transferable from their human connotations [8] and most diabetic cats do, in fact, require insulin therapy [9]. Please keep submitting papers to the PBL Page: all are gratefully received. the Manchester Metropolitan
Education.
Professor Henderson has written an interesting article which explains how PBL may be used in the learning of some essential basics of Biochemistry by students new to the subject. In particular, I liked the questions relating to the term ‘moderately strong acids’. It would be instructive to ask students what this means in numeric terms! The pK, values for acetoacetic acid and fi-hydroxybutyric acids are 3.58 and 4.39, respectively [6]. This gives an excess of salt over acid of approximately 2630 (for acetoacetate) and 407 (for P-hydroxybutyrate) at pH 7. Perhaps the following sub-question should be added to Professor Henderson’s list. What should these acids be called in biological systems: -ic or -ate? It is often stated that humans are either dog people or cat people. Presumably Professor Henderson is a dog person. So am I, or I was until I became jealous of Rosie Ann’s rather indolent pre-diabetic existence. Was that
0307-4412/98/$19.00 + 0.00 0 1998 IUBMB. PII: SO307-4412(98)00117-4
Published
by Elsevier
Science
C A Smith University, UK Editor
References R.M. Tambling, Problem-based Learning: An PI H.S. Barrows, Approach To Medical Education, Springer, New York, 1980. L.A.V. Fernandez, Biochem. Educ. 21 (1994) PI C.W. Helleiner, 143- 146. (31 CA. Smith, S.C. Powell, E.J. Wood, Biochem. Educ. 23 (1995) 149-152. [41 P.N. Campbell, Biochem. Educ. 23 (1995) 202-204. J.R. Bergesse, M.B. Garcia, A.C. Fernandez, PI V.A. Rivarola, Biochem Educ 25 (1997) 22-23. (Ed.), Handbook of Biochemistry and Molecular 161 G. Fasman Biology, Vol 1, 3rd ed., CRC Press, Inc., Cleveland, Ohio, 1976. [71 R.W. Nelson, Praktische Tierarzt 72 (1991) 649. PI T.A. Lutz, J.S. Rand Vet. Clinics N. Amer. - Small Animal Prac. 25 (1995) 527-552. [91 J.S. Rand, Aus. Vet. Prac. 27 (1997) 68.
Ltd. All rights reserved.