Biology subjects

Denyer, G.

Publications and source records attributed to Denyer, G..

4 recordsLinked to original sources

bioRxiv2020

Selecting Student-Authored Questions for Summative Assessments

Production of high-quality multiple-choice questions (MCQs) for both formative and summative assessment is a time-consuming task requiring great skill, creativity, and insight. The transition to online examinations, with the concomitant exposure of previously tried-and-tested MCQs, exacerbates the challenges of question production, and highlights the need for innovative solutions. Several groups have shown that it is practical to leverage the student cohort to produce a very large number of syllabus-aligned MCQs for study banks. Although student-generated questions are well suited for formative feedback and practice activities, they are generally not thought to be suitable for high-stakes assessments. In this study, we aimed to demonstrate that training can be provided to students in a scalable fashion to generate questions of similar quality to those produced by experts, and that identification of suitable questions can be achieved with minimal academic review and editing. Biochemistry and Molecular Biology students were assigned a series of activities designed to coach them in the art of writing and critiquing MCQs. This training resulted in the production of over one thousand MCQs that were then gauged for potential by either expert academic judgement, or via a data-driven approach in which the questions were trialled objectively in a low-stakes test. Questions selected by either method were then deployed in a high-stakes in-semester assessment alongside questions from two academically authored sources: textbook-derived MCQs, and past paper questions. A total of 120 MCQs from these four sources were deployed in assessments attempted by over 600 students. Each question was subjected to rigorous performance analysis, including the calculation of standard metrics from classical test theory and more sophisticated Item Response Theory (IRT) measures. The results showed that MCQs authored by students and selected at low cost performed as well as questions authored by academics, illustrating the potential of this strategy for the efficient creation of large numbers of high quality MCQs for summative assessment.

scientific communication and education↗

bioRxiv2019

Peppy: A Virtual Reality Environment For Exploring The Principles Of Polypeptide Structure

A key learning outcome for undergraduate biochemistry classes is a thorough understanding of the principles of protein structure. Traditional approaches to teaching this material, which include two-dimensional (2D) images on paper, physical molecular modelling kits, and projections of 3D structures into 2D, are unable to fully capture the dynamic, 3D nature of proteins. We have built a virtual reality application, Peppy, aimed at facilitating teaching of the principles of protein secondary structure. Rather than attempt to model molecules with the same fidelity to the underlying physical chemistry as existing, research-oriented molecular modelling approaches, we took the more straightforward approach of harnessing the Unity video game physics engine. Indeed, the simplicity and limitations of our model are a strength in a teaching context, provoking questions and thus deeper understanding. Peppy allows exploration of the relative effects of hydrogen bonding (and electrostatic interactions more generally), backbone {phi}/{psi} angles, basic chemical structure and steric effects on polypeptide structure in an accessible format that is novel, dynamic and fun to use. As well as describing the implementation and use of Peppy, we discuss the outcomes of deploying Peppy in undergraduate biochemistry courses.\n\nSTATEMENTProtein structure is inherently dynamic and three-dimensional, but traditional teaching tools are static and/or two-dimensional. We have developed a virtual reality teaching tool, Peppy, that facilitates undergraduate teaching of the principles of protein structure. We outline how Peppy works in terms of how it is used and what goes on under the hood. We then illustrate its use in undergraduate teaching, where its playful nature stimulated exploration and, thus, deeper understanding.

biochemistry↗

bioRxiv2018

The History, Advocacy and Efficacy of Data Management Plans

Data management plans (DMPs) have increasingly been encouraged as a key component of institutional and funding body policy. Although DMPs necessarily place administrative burden on researchers, proponents claim that DMPs have myriad benefits, including enhanced research data quality, increased rates of data sharing, and institutional planning and compliance benefits.\n\nIn this manuscript, we explore the international history of DMPs and describe institutional and funding body DMP policy. We find that economic and societal benefits from presumed increased rates of data sharing was the original driver of mandating DMPs by funding bodies. Today, 86% of UK Research Councils and 63% of US funding bodies require submission of a DMP with funding applications. Given that no major Australian funding bodies require DMP submission, it is of note that 37% of Australian universities have taken the initiative to internally mandate DMPs.\n\nInstitutions both within Australia and internationally frequently promote the professional benefits of DMP use, and endorse DMPs as best practice. We analyse one such typical DMP implementation at a major Australian institution, finding that DMPs have low levels of apparent translational value. Indeed, an extensive literature review suggests there is very limited published systematic evidence that DMP use has any tangible benefit for researchers, institutions or funding bodies.\n\nWe are therefore led to question why DMPs have become the go-to tool for research data professionals and advocates of good data practice. By delineating multiple use-cases and highlighting the need for DMPs to be fit for intended purpose, we question the view that a good DMP is necessarily that which encompasses the entire data lifecycle of a project. Finally, we summarise recent developments in the DMP landscape, and note a positive shift towards evidence-based research management through more researcher-centric, educative, and integrated DMP services.

scientific communication and education↗

bioRxiv2018

The Expression of Inflammatory Genes in 3T3-L1 Adipocytes Exhibits a Memory to Stimulation by Macrophage Secretions

Obesity is characterized by increased output of inflammatory compounds from adipose tissue. Whilst the relative contribution of adipocytes and resident macrophages to this phenomenon is debated, there is no doubt that the secretions of each cell type can stimulate the expression of inflammatory genes in the other. We hypothesized that mechanisms must exist to prevent an escalating positive feedback loop between the two cell types, so that after an initial exposure to macrophage secretions, adipocytes would become desensitized to subsequent inflammatory stimulation.\n\nWe used microarrays to investigate the response of 3T3-L1 adipocytes to macrophage secretions (macrophage conditioned medium, MCM). MCM caused a rapid (<4 hours) and high amplitude (over 100-fold) rise in the expression of several inflammatory genes. For some genes, generally cytokines, expression returned to basal levels within 24 h following removal of the MCM, but other transcripts, notably those for acute phase proteins and extracellular matrix remodeling proteins, remained highly expressed even during the washout period.\n\nUnexpectedly, some cytokine genes (e.g., iNOS, IL-6) showed an enhanced expression to a second exposure of MCM, illustrating that the transcriptome response of 3T3-L1 adipocytes retains a memory to the first stimulus. We characterized the parameters that give rise to the memory phenomenon, finding that additional stimuli do not augment or abrogate the effect. The memory is preserved for several days after the initial exposure and it is not due to a change in sensitivity to the MCM but, rather, a change in the capacity of the signal-target system. The possible mechanisms of the memory are discussed, along with the physiological ramifications should the phenomenon be replicated in vivo.

biochemistry↗