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Journal articles on the topic 'Medical Biochemistry'

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Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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1

Jovičić, Snežana, and Nada Majkić-Singh. "Medical Biochemistry as Subdiscipline of Laboratory Medicine in Serbia." Journal of Medical Biochemistry 36, no. 2 (April 1, 2017): 177–86. http://dx.doi.org/10.1515/jomb-2017-0010.

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SummaryMedical biochemistry is the usual name for clinical biochemistry or clinical chemistry in Serbia, and medical biochemist is the official name for the clinical chemist (or clinical biochemist). This is the largest sub-discipline of the laboratory medicine in Serbia. It includes all aspects of clinical chemistry, and also laboratory hematology with coagulation, immunology, etc. Medical biochemistry laboratories in Serbia and medical biochemists as a profession are part of Health Care System and their activities are regulated through: the Health Care Law and rules issued by the Chamber of Medical Biochemists of Serbia. The first continuous and organized education for Medical Biochemists (Clinical Chemists) in Serbia dates from 1945, when the Department of Medical Biochemistry was established at the Pharmaceutical Faculty in Belgrade. In 1987 at the same Faculty a five years undergraduate study program was established, educating Medical Biochemists under a special program. Since the academic year 2006/2007 the new five year undergraduate (according to Bologna Declaration) and four-year postgraduate program according to EC4 European Syllabus for Postgraduate Training in Clinical Chemistry and Laboratory Medicine has been established. The Ministry of Education and Ministry of Public Health accredited these programs. There are four requirements for practicing medical biochemistry in the Health Care System: University Diploma of the Faculty of Pharmacy (Study of Medical Biochemistry), successful completion of the professional exam at the Ministry of Health after completion of one additional year of obligatory practical training in the medical biochemistry laboratories, membership in the Serbian Chamber of Medical Biochemists and licence for skilled work issued by the Serbian Chamber of Medical Biochemists. In order to present laboratory medical biochemistry practice in Serbia this paper will be focused on the following: Serbian national legislation, healthcare services organization, sub-disciplines of laboratory medicine and medical biochemistry as the most significant, education in medical biochemistry, conditions for professional practice in medical biochemistry, continuous quality improvement, and accreditation. Serbian healthcare is based on fundamental principles of universal health coverage and solidarity between all citizens.

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Majkić-Singh, Nada. "Education and Recognition of Professional Qualifications in the Field of Medical Biochemistry in Serbia." Journal of Medical Biochemistry 30, no. 4 (October 1, 2011): 279–86. http://dx.doi.org/10.2478/v10011-011-0013-7.

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Education and Recognition of Professional Qualifications in the Field of Medical Biochemistry in Serbia Medical biochemistry is the usual name for clinical biochemistry or clinical chemistry in Serbia, and medical biochemist is the official name for the clinical chemist (or clinical biochemist). This is the largest sub-discipline of the laboratory medicine in Serbia. It includes all aspects of clinical chemistry, and also laboratory hematology with coagulation, immunology, etc. Medical biochemistry laboratories in Serbia and medical biochemists as a profession are part of Health Care System and their activities are regulated through: the Health Care Law and rules issued by the Chamber of Medical Biochemists of Serbia. The first continuous and organized education for Medical Biochemists (Clinical Chemists) in Serbia dates from 1945, when the Department of Medical Biochemistry was established at the Pharmaceutical Faculty in Belgrade. In 1987 at the same Faculty a five years undergraduate branch was established, educating Medical Biochemists under a special program. Since school-year 2006/2007 the new five year undergraduate (according to Bologna Declaration) and postgraduate program of four-year specialization according to EC4 European Syllabus for Post-Gradate Training in Clinical Chemistry and Laboratory Medicine has been established. The Ministry of Education and Ministry of Public Health accredits the programs. There are four requirements for practicing medical biochemistry in the Health Care System: University Diploma of the Faculty of Pharmacy (Study of Medical Biochemistry), successful completion of the profession exam at the Ministry of Health after completion of one additional year of obligatory practical training in the medical biochemistry laboratories, membership in the Serbian Chamber of Medical Biochemists and licence for skilled work issued by the Serbian Chamber of Medical Biochemists. The process of recognition of a foreign higher education document for field of medical biochemistry is initiated on request by Candidate. The process of recognition of foreign higher education documents is performed by the University. In the process of recognition in Serbia national legislations are applied as well as international legal documents of varying legal importance.

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3

Majkic-Singh, Nada. "Society of medical biochemists of Serbia and Montenegro: 50 years anniversary." Jugoslovenska medicinska biohemija 24, no. 3 (2005): 157–70. http://dx.doi.org/10.2298/jmh0503157m.

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Medical biochemistry (synonyms: clinical chemistry or clinical biochemistry) in the terms of professional and scientific discipline, stems from and/or has developed along with the natural sciences and its influences (mathematics, physics, chemistry and biochemistry) and medical sciences as well (physiology, genetics, cell biology). As a scientific discipline, medical biochemistry studies metabolic processes of physiological and pathological changes with humans and animals. Applying analytical chemistry's and biochemistry's techniques enables medical biochemists to gain plenty of information related to diagnosis and prognosis which serve physicians to asses the gravity of illness and prescribe healing therapy. Therefore medical biochemistry is an integral part of modern medicine. This discipline was dubbed various, often confusing names such as pathology, physiology, clinical biology, clinical pathology, chemical pathology, clinical biochemistry, medical biochemistry, clinical chemistry and laboratory medicine, all depending on place of origin. The official, internationally accepted name - clinical chemistry, was mentioned for the first time in 1912 by Johan Scherer, who described his laboratory as Clinical Chemistry Laboratory (Klinisch Chemische Laboratorium) in the hospital Julius in Wurzburg in Germany. After creating national societies of clinical chemists, Professor Earl J. King of Royal Postgraduate Medical School from London incited an initiative to unite national societies into the organization with worldwide character - it was the International Association of Clinical Biochemists, monitored by the International Union for Pure and Applied Chemistry (IUPAC). On 24 July 1952 in Paris, a Second International Congress of Biochemistry was held. A year later, in Stockholm, the name of a newly formed association was altered into International Federation of Clinical Chemistry, which was officially accepted in 1955 in Brussels. Today this federation-s name is International Federation for Clinical Chemistry and Laboratory Medicine (IFCC). Right after the World War II our medical biochemists began to gather within their expert societies. Even before 1950 Pharmaceutical Society of Serbia hosted laboratory experts among whom the most active were Prof. Dr. Aleksandar Damanski for bromatology, Prof. Dr. Momcilo Mokranjac for toxicology and Docent Dr. Pavle Trpinac for biochemistry. When the Managing Board of the Pharmaceutical Society of National Republic of Serbia held its session on 22 December 1950, an issue was raised with reference to creation of a Section that would gather together the laboratory experts. Section for Sanitary Chemistry, combining all three profiles of laboratory staff, i.e. medical biochemists, sanitary chemists and toxicologists, was founded on 1st of January 1951. On 15 May 1955, during the sixth plenum of the Society of Pharmaceutical Societies of Yugoslavia (SFRY) held in Split, the decision was passed to set up a Section for Medical Biochemistry in SFDJ. The Section for Medical Biochemistry in SFDJ was renamed into Society for Medical Biochemistry of SFDJ based on the decision passed during the 16th plenum of SFDJ, held on 15 May 1965 in Banja Luka. Pursuant to the decision passed by SMBY on 6 April 1995 and based on the historic data, 15 May was declared as being the official Day of the Society of Medical Biochemists of Yugoslavia. The purpose of YuSMB (currently SMBSCG) is to gather medical biochemists who would develop and enhance all the branches of medical biochemistry in health industry. Its tasks are as following: to standardize operations in clinical-biochemical laboratories, education of young biochemists on all levels, encouraging scientific research, setting up of working norms and implementation, execution and abiding by the ethics codices with health workers. SMBSCG is to promote the systemized standards in the field of medical biochemistry with the relevant federal and republican institutions. SMBSCG is to enable exchange of experiences of its members with the members of affiliate associations in the country and abroad. .

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4

Fartushok, Tetiana V., Nadiia V. Fartushok, Yu M. Fedevych, and Vladyslav V. Pyndus. "HISTORY OF BIOCHEMISTRY IN LVIV." Wiadomości Lekarskie 75, no. 4 (2022): 881–90. http://dx.doi.org/10.36740/wlek202204124.

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The aim: The purpose of this literature review is to shed light on the development of biochemical knowledge in the Lviv region and on prominent figures in the development of biochemistry during the Second World War. Materials and methods: Review of literature published before 2020. We searched the literature using the search terms ‘biochemists’, ‘ Lviv National Medical University’, ‘second World War’. Conclusions: The development of biological research in Lviv can be divided into two historical stages: 1) from the beginning of the founding of Lviv University in 1661 to the First World War; 2) between the First and Second World Wars and after the Second World War. Biochemical research was initiated at the Medical Faculty of Lviv University. In 1939, the Lviv State Medical Institute was established on the basis of the Medical Faculty of the University, where a powerful department of biochemistry functioned, which was headed by a worldclass biochemist – Jakub Parnas.

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5

Jia, Jun. "Teaching Reform and Practice Exploration of Medical Biochemistry Theory Course." Lifelong Education 9, no. 6 (September 28, 2020): 60. http://dx.doi.org/10.18282/le.v9i6.1298.

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Biochemists lack understanding of professional medical knowledge, and clinicians have very little understanding of biochemistry, which makes it difficult to teach medical biochemistry theory. However, with the rapid development of life sciences, the demand for high-quality medical personnel in today’s society has also become higher and higher. Therefore, it is necessary to link biochemistry with medicine, and at the same time learn from the teaching concepts of biochemistry, to explore several ways to improve the teaching quality of medical biochemistry theory courses.

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6

Gevers, Wieland. "Medical biochemistry." Biochemical Education 21, no. 2 (April 1993): 109. http://dx.doi.org/10.1016/0307-4412(93)90064-7.

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7

DUGGAN, P. FINBARR, and COLIN A. ROSS. "Teaching biochemistry and medical biochemistry to medical students." Biochemical Society Transactions 14, no. 2 (April 1, 1986): 467. http://dx.doi.org/10.1042/bst0140467.

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8

Milosevic Georgiev, Andrijana, Dušanka Krajnović, Jelena Manojlović, Svetlana Ignatović, and Nada Majkić Singh. "Seventy Years of Biochemical Subjects’ Development in Pharmacy Curricula: Experience from Serbia/ Sedamdeset godina razvoja biohemijskih predmeta u kurikulumu farmacije: iskustvo iz srbije." Journal of Medical Biochemistry 35, no. 1 (January 1, 2016): 69–79. http://dx.doi.org/10.1515/jomb-2015-0018.

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Summary Introduction: The pharmacists played an important role in the development of biochemistry as applied chemistry in Serbia. What is more, the first seven state chemists in Ser bia were pharmacists. State chemists performed the chemicaltoxicological analysis as well as some medical and biochemical ones. When it comes to the education of medical biochemists as health workers, the period after the beginning of the second half of the twentieth century should be taken into account because that is when the training of pharmaceutical staff of the Faculty of Pharmacy, University of Belgrade, begins on the territory of Serbia. This paper presents the development of medical biochemistry through the development of curriculum, personnel and literature since the foundation of the Faculty of Pharmacy in Serbia until today. Objective: The aim of this paper is to present the historical development of biochemistry at the Faculty of Pharmacy, University of Belgrade, through analysis of three indicators: undergraduate and postgraduate education of medical biochemists, teaching literature and professional associations and trade associations. Method: The method of direct data was applied in this paper. Also, desktop analysis was used for analyzing of secondary data, regulations, curricula, documents and bibliographic material. Desktop research was conducted and based on the following sources: Archives of the University of Belgrade- Faculty of Pharmacy, Museum of the History of Pharmacy at the University of Belgrade-Faculty of Pharmacy, the Society of Medical Biochemists of Serbia and the Serbian Chamber of Biochemists. Results and conclusion: The curricula, the Bologna process of improving education, the expansion of the range of subjects, the number of students, professional literature for teaching biochemistry, as well as professional associations and trade associations are presented through the results.

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9

Vella, F. "Molecular Medical Biochemistry." Biochemical Education 19, no. 1 (January 1991): 43. http://dx.doi.org/10.1016/0307-4412(91)90158-5.

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10

Taylor, Frances. "Molecular medical biochemistry." Trends in Biochemical Sciences 15, no. 10 (October 1990): 404. http://dx.doi.org/10.1016/0968-0004(90)90249-b.

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11

Kumari, Sneha. "Competency Based Medical Education and its Application in Biochemistry." International Journal of Healthcare Education & Medical Informatics 6, no. 2 (November 26, 2019): 7–9. http://dx.doi.org/10.24321/2455.9199.201906.

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12

Bayly, G. "Book Review: Medical Biochemistry." Annals of Clinical Biochemistry: International Journal of Laboratory Medicine 36, no. 6 (November 1999): 790–91. http://dx.doi.org/10.1177/000456329903600626.

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13

SAHA, TK. "Textbook of Medical Biochemistry." Medical Journal Armed Forces India 58, no. 1 (January 2002): 91. http://dx.doi.org/10.1016/s0377-1237(02)80027-2.

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14

Vella, F. "Medical Aspects of Biochemistry." Biochemical Education 13, no. 3 (July 1985): 147. http://dx.doi.org/10.1016/0307-4412(85)90214-6.

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15

Erdem, S. Sibel, Türkan Yiğitbaşı, Pakize Yigit, and Nesrin Emekli. "Compliance of medical biochemistry education in medical schools with national core education program 2014." Turkish Journal of Biochemistry 44, no. 5 (October 25, 2019): 578–84. http://dx.doi.org/10.1515/tjb-2018-0282.

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Abstract Background Medical school curriculums are not standardized in Turkey and around the world, which results in great diversity in education. National Core Education Program (NCEP) has been prepared as a frame program and the aim of the program is to train medical doctors with basic abilities. Objective The objective of this work is to compare biochemistry curriculum based on NCEP among medical schools in Turkey. Materials and methods Twelve-question long survey was prepared. Sixty-nine out 84 medical schools were participated the study using 2017–2018 curriculum data. Biochemistry curriculums of medical schools are compared based on NCEP 2014. Results Number of biochemistry hours and content of the lectures varies among medical schools. While biochemistry was intensely studied in the first and second years of the education program, biochemistry hours and number of universities offering biochemistry have dramatically decreased after the second year. Clinical biochemistry questions had lower positive response. Accredited medical schools include NCEP subjects in their curriculum in higher ratio than the unaccredited ones. Conclusion Biochemistry curriculum shows variation among medical schools. Addition of clinical biochemistry beyond second year would improve NCEP adaptation. Multidisciplinary approach and vertical integration should be employed to improve quality of medical education.

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16

Wannmacher, Clovis M. D. "Ensinando Bioquímica Para Futuros Médicos." Revista de Ensino de Bioquímica 1, no. 1 (May 25, 2001): 3. http://dx.doi.org/10.16923/reb.v1i1.8.

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The next generation of physicians will need new skills, attitudes and knowledge. They will need to acquire skills to critically evaluate medical literature and will have expertise in Public Health, and home care. Medical education will necessary be linked to a new model of Public Health. In this context, it will be important that Biochemisty may contribute to the formation of these skills. During a transient period, some modifications in teaching Biochemistry may be beneficial to the medical students. In the last fifteen years we have introduced some modifications on biochemistry teaching for medical students at the Universidade Federal do Rio Grande do Sul (UFRGS). We reduced the factual content, retaining only the medically relevant material necessary to understand the molecular approach to the most prevalent diseases, mainly those leading to failure of organs and systems. The laboratory experiments are substituted by the interpretation of biochemical data of patients found at the Hospital das Clínicas de Porto Alegre. Basic Biochemistry is learned indirectly by answering the questions arised from the clinical and biochemical data of the patients. Students show permanent interest in learning biochemistry in such way and their evaluation has been highly stimulant. We think that this approach can be adapted to other fields of basic science.

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17

Vella, F. "Clinical biochemistry for medical studies." Biochemical Education 24, no. 4 (October 1996): 237–38. http://dx.doi.org/10.1016/s0307-4412(97)80777-7.

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18

Vella, F. "Medical biochemistry at a glance." Biochemical Education 24, no. 4 (October 1996): 239. http://dx.doi.org/10.1016/s0307-4412(97)80779-0.

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19

Smith, AD. "Biochemistry for the medical sciences." Biochemical Education 13, no. 1 (January 1985): 37. http://dx.doi.org/10.1016/0307-4412(85)90133-5.

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20

Vella, F. "Medical Biochemistry, Principles and Experiments." Biochemical Education 14, no. 4 (October 1986): 197. http://dx.doi.org/10.1016/0307-4412(86)90230-x.

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21

Chandrasekharan, N. "Biochemistry in the medical curriculum." Biochemical Education 16, no. 1 (January 1988): 16–19. http://dx.doi.org/10.1016/0307-4412(88)90008-8.

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22

Higgins, SJ. "Clinical Studies in Medical Biochemistry." Biochemical Education 17, no. 1 (January 1989): 50. http://dx.doi.org/10.1016/0307-4412(89)90070-8.

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23

Carroll, M. "Biochemistry for the medical sciences." Biochemical Education 22, no. 3 (July 1994): 164–65. http://dx.doi.org/10.1016/0307-4412(94)90060-4.

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24

Scrutton, M. C. "Biochemistry for the medical sciences." FEBS Letters 180, no. 1 (January 21, 1985): 127. http://dx.doi.org/10.1016/0014-5793(85)80245-3.

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25

Banks, William. "Biochemistry for the Medical Sciences." Journal of Pharmaceutical Sciences 74, no. 8 (August 1985): 908–9. http://dx.doi.org/10.1002/jps.2600740838.

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26

Parslow, G. P., and E. J. Wood. "Medical biochemistry exams from department of biochemistry, USUHS, Bethesda, MD." Biochemical Education 26, no. 2 (April 1998): 145. http://dx.doi.org/10.1016/s0307-4412(98)00127-7.

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27

Chude, Obi. "Advantages of a medical biochemistry department to medical education." Biochemical Education 18, no. 2 (April 1990): 91–93. http://dx.doi.org/10.1016/0307-4412(90)90183-o.

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28

Hariharan, P., and N. Sivakumar. "Importance of Biochemistry to Medical Industries." Research Journal of Pharmacy and Technology 10, no. 12 (2017): 4457. http://dx.doi.org/10.5958/0974-360x.2017.00821.6.

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29

Loeffler, Monika. "Practical biochemistry for preclinical medical students." Biochemical Society Transactions 29, no. 5 (October 1, 2001): A106. http://dx.doi.org/10.1042/bst029a106a.

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30

Ivanoviene, Laima. "Up-dating of Medical Biochemistry Teaching." Biochemical Society Transactions 28, no. 5 (October 1, 2000): A111. http://dx.doi.org/10.1042/bst028a111a.

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31

Gomez-Silva, Benito, Aldo Alvarez, and Alex Quaas. "Teaching biochemistry to medical technology students." Biochemical Education 25, no. 1 (January 1997): 15–16. http://dx.doi.org/10.1016/s0307-4412(96)00126-4.

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32

Vella, F. "Basic medical biochemistry, a clinical approach." Biochemical Education 24, no. 4 (October 1996): 238–39. http://dx.doi.org/10.1016/s0307-4412(97)80778-9.

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33

Maurer, H. R. "Bromelain: biochemistry, pharmacology and medical use." Cellular and Molecular Life Sciences 58, no. 9 (August 2001): 1234–45. http://dx.doi.org/10.1007/pl00000936.

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34

Ford, Clare. "Principles of Medical Biochemistry (3rd edn)." Annals of Clinical Biochemistry: International Journal of Laboratory Medicine 49, no. 6 (September 11, 2012): 613. http://dx.doi.org/10.1258/acb.2012.201216.

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35

Mathews, Michael B., and Alex Stagnaro-Green. "Teaching of biochemistry in medical school." Biochemistry and Molecular Biology Education 36, no. 6 (November 2008): 402–6. http://dx.doi.org/10.1002/bmb.20232.

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36

Mansoor, Sumreena, and Almas Ashraf. "Prespective of medical students towards experimental biochemistry." Journal of Shifa Tameer-e-Millat University 2, no. 2 (December 19, 2019): 67–71. http://dx.doi.org/10.32593/jstmu/vol2.iss2.56.

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Objective: The simple curriculum of Medical science has the complex biochemical theories which are hard to grasp. To address this problem, practical knowledge and change in approach to study is relevant to have a better foundation in clinical years; where this information has to be applied. Methodology: Modifications were made in experimental biochemistry and genetics to focus on more applied knowledge through experiments and problem-based learning. A seven-item questionnaire to check the students’ perspective of biochemistry was distributed among second year students, 89 out of 104 responded. Results: 42 were males and 47 were females. The results were positive between 60% and 70% for all the items. 70% was highest, which was for component, which they still hope for better courses in the future. Conclusion: Numerous strategies have been applied to promote teaching results and increase the effectiveness of teaching to undergraduate clinical students in biochemistry.

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37

Biswas, Subrata Kumar, and Subhagata Choudhury. "The Scope and Challenges of Medical Biochemistry." Bangladesh Journal of Medical Biochemistry 9, no. 1 (March 27, 2018): 3–4. http://dx.doi.org/10.3329/bjmb.v9i1.36146.

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38

Dash, Debabrata, Jyotsna Kailashiya, and Avijit Mukherjee. "Essentials of medical biochemistry: With clinical cases." Indian Journal of Medical Research 145, no. 4 (2017): 576. http://dx.doi.org/10.4103/0971-5916.213764.

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39

Schneedorf, J. M. "Playing Medical Biochemistry using cards and boards." Revista de Ensino de Bioquímica 1, no. 3 (May 19, 2001): 15. http://dx.doi.org/10.16923/reb.v1i3.466.

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40

Hotez, Peter J. "The Medical Biochemistry of Poverty and Neglect." Molecular Medicine 20, S1 (January 2014): S31—S36. http://dx.doi.org/10.2119/molmed.2014.00169.

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41

Vella, F. "Clinical studies in medical biochemistry (second edition)." Biochemical Education 26, no. 1 (January 1998): 96–97. http://dx.doi.org/10.1016/s0307-4412(98)00013-2.

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42

Ragatz, Barth H., and Gina Modrak. "Introducing hematology in the medical biochemistry course." Biochemical Education 13, no. 4 (October 1985): 168–71. http://dx.doi.org/10.1016/0307-4412(85)90071-8.

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43

Ragatz, Barth H., and Gina Modrak. "Useful demonstrations for a medical biochemistry course." Biochemical Education 14, no. 1 (January 1986): 17–22. http://dx.doi.org/10.1016/0307-4412(86)90008-7.

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44

Nemeckova, A. "Modernization of medical biochemistry teaching in Czechoslovakia." Biochemical Education 16, no. 1 (January 1988): 11–13. http://dx.doi.org/10.1016/0307-4412(88)90006-4.

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45

Jianzhi, Wang, He Shanshu, and Mark Carroll. "Biochemistry at Tongji Medical University, Wuhan, China." Biochemical Education 17, no. 2 (April 1989): 74–77. http://dx.doi.org/10.1016/0307-4412(89)90005-8.

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46

Carroll, Mark. "Peer Tutoring: Can Medical Studies Teach Biochemistry?" Biochemical Education 24, no. 1 (January 1996): 13–15. http://dx.doi.org/10.1016/0307-4412(95)00109-3.

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47

Harvey-Jones, Elizabeth, William Cook, Charles Cartwright, and Charlotte Richardson. "Baynes and Dominiczak's medical biochemistry flash cards." Annals of Clinical Biochemistry: International Journal of Laboratory Medicine 50, no. 4 (July 2013): 391. http://dx.doi.org/10.1177/0004563213495144.

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48

Wood, E. J. "Medical biochemistry (4th ed.): Bhagavan, N. V." Biochemistry and Molecular Biology Education 30, no. 5 (September 2002): 270–71. http://dx.doi.org/10.1002/bmb.2002.494030059999.

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49

Sé, Alexandre B., Renato M. Passos, André H. Ono, and Marcelo Hermes-Lima. "The use of multiple tools for teaching medical biochemistry." Advances in Physiology Education 32, no. 1 (March 2008): 38–46. http://dx.doi.org/10.1152/advan.00028.2007.

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In this work, we describe the use of several strategies employing the philosophies of active learning and problem-based learning (PBL) that may be used to improve the teaching of metabolic biochemistry to medical and nutritional undergraduate students. The main activities are as follows: 1) a seminar/poster system in a mini-congress format (using topics of applied biochemistry); 2) a true/false applied biochemistry exam (written by peer tutors); 3) a 9-h exam on metabolism (based in real publications); 4) the Advanced Biochemistry course (directed to peer tutors, where students learn how to read and criticize real medical papers); 5) experiments about nutrition and metabolism, using students as volunteers, and about free radicals (real science for students); 6) the BioBio blog (taking advantage of the “web age,” this enhances out of class exchanges of information between the professor, students, and peer tutors); 7) student lectures on public health issues and metabolic disorders directed to the community and lay people; and 8) the BioBio quiz show. The main objective of these activities is to provide students with a more practical and interesting approach to biochemistry, such as the application of theoretical knowledge to real situations (diseases, experiments, media information, and scientific discoveries). In addition, we emphasize the importance of peer tutor activities for optimized learning of both students and peer tutors, the importance of a closer interaction between students and teaching staff, and the necessity to initiate students precociously in two broad fields of medical activity: “real” basic science and contact with the public (also helping students–future doctors and nutritionists–to be able to communicate with lay people). Most activities were evaluated by the students through written questionnaires and informal conversations, along various semesters, indicating good acceptance and approval of these methods. Good student scores in the biochemistry exams and seminars indicated that these activities are also working as valid educational tools.

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50

Hunter, Tony. "My biochemical journey from a Cambridge undergraduate to the discovery of phosphotyrosine." Biochemist 43, no. 6 (December 23, 2021): 74–77. http://dx.doi.org/10.1042/bio_2021_197.

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The most notable moment in my career as a biochemist was the discovery of phosphotyrosine, a somewhat serendipitous finding that turned out to have some very important consequences, notably, in human cancer. My career as a biochemist which has spanned nearly 60 years, began when I was 16. At the time, I was in the sixth form at Felsted School, a boarding school in Essex England, and my biology master, David Sturdy, elected to teach me some extracurricular biochemistry, giving me one-on-one tutorials on glycolysis and the TCA cycle. These early biochemistry lessons turned out to be invaluable because I was able to regurgitate them to answer a question in the University of Cambridge scholarship exam in the autumn of 1960. As a result, I was lucky enough to be awarded an Exhibition at Gonville and Caius College, the college where my father had studied for a medical degree during World War II. When I arrived in Cambridge in October 1962 to read natural sciences (see Figure 1), it was a natural choice to take biochemistry as one of my three required first-year courses. The Part I biochemistry course was taught by a series of excellent lecturers, including Philip Randle (a prominent diabetes researcher who described the Randle Cycle), Brian Chappell (who discovered mitochondrial transporters) and Asher Korner (a pioneer of cell free systems to study protein synthesis). It quickly became clear that biochemistry was an exciting subject, and Brian Chappell, my biochemistry supervisor at Caius, made supervisions a lot of fun. I also took Part I courses in invertebrate zoology and, importantly, organic chemistry, which gave me insights into how the metabolites we were learning about in biochemistry worked as chemicals.

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