Abstract
The purpose of this thesis was to assist the ongoing development and enhancement of undergraduate biochemical literacy in the UK using pragmatic mixed-methods. Seven areas of biochemical literacy were conceptually proposed based upon guidance from learned societies: critical thinking, communication, self-management, information literacy, visual literacy, practical skills, and content knowledge (Chapter 3). These might be facilitated using varied approaches. Using a predominantly quantitative survey, the current most prevalent approaches to teaching biochemistry in HE were identified as large-group teaching, research-orientated teaching, research-led teaching, research-based teaching, and group work (Chapter 4). The popularity of teaching methods were affected by available resources. Additionally, educators whose teaching values were more CCSF-aligned than ITTF-aligned used a greater variety of methods.
In Chapter 5, it was concluded that Virtual Learning Software (VLS) as a pre-session formative activity to support students, can significantly improve student self-efficacy in first-year undergraduate laboratory teaching. The increase in self-efficacy was associated with an increased feeling of preparedness attributable to formative feedback inherent in the software, allowing students to work better within time limits and feel less concerned about damaging equipment. The VLS was particularly beneficial for students with less laboratory experience and those who had an educational gap. In Chapter 6, the inclusion of regular formative feedback, the element of choice, and development of increased cohort identity into a skills-centred first-year, first-semester module positively impacted the student experience. The factors influencing student self-efficacy in their skills are complex and multifaceted but may be interrelated with their prior experiences and can be facilitated through many approaches.
This thesis contributes to the discourse of UK HE biochemistry education, and could be used to inspire changes to programme curricula, or module development aimed to develop skills in the context of biochemical disciplinary knowledge.