Studies indicate that the majority of students in undergraduate biochemistry take a surface approach to learning, associated with rote memorization of material, rather than a deep approach, which implies higher cognitive processing. This behavior relates to poorer outcomes, including impaired course performance and reduced knowledge retention. The use of case‐based learning (CBL) into biochemistry teaching may facilitate deep learning by increasing student engagement and interest. Abundant literature on CBL exists but clear guidance on how to design and implement case studies is not readily available. This guide provides a representative review of CBL uses in science and describes the process of developing CBL modules to be used in biochemistry. Included is a framework to implement a directed CBL assisted with lectures in a content‐driven biochemistry course regardless of class size. Moreover, this guide can facilitate adopting CBL to other courses. Consequently, the information presented herein will be of value to undergraduate science educators with an interest in active learning pedagogies. © 2014 by The International Union of Biochemistry and Molecular Biology, 42(6):457–473, 2014.

Mobile learning (m‐learning) is a relevant innovation in teaching and learning in higher education. A mobile app called NutriBiochem was developed for use in biochemistry and nutrition education for students in a second year Biochemistry and Metabolism course. NutriBiochem was accessed through smartphones, tablets, or computers. Students were surveyed upon completion of the final exam (n = 88). Survey questions assessed frequency of use, motivations for use, and perceptions of app usefulness. The pedagogical impact of NutriBiochem was evaluated by measuring the relationship between frequency of use and final course grade. Just over half of the students used the app, and ∼80% of users accessed the app moderately or infrequently. Smartphones were the most common device and the preferred device on which to access the app. There were no statistical differences in mean final grade between users and nonusers. Students with higher comfort levels with technology accessed the app more broadly than those with lower level of comfort with technology. Over 75% of students agreed that NutriBiochem was a useful learning tool, but fewer (∼45%) felt it helped them perform better in the course. The findings of this study are important, as they suggest that NutriBiochem is an effective study tool for students who are comfortable with technology, and access it regularly. Overall, the use of mobile applications in science education has been shown to be: 1) effective in enhancing students' learning experience; 2) relevant and important as an emergent method of learning given modern pressures facing higher education; and, 3) met with positive student attitudes and perceptions in terms of adopting and using such technology for educational purposes. © 2013 by The International Union of Biochemistry and Molecular Biology, 42(2):121–135, 2014.

Background: Dairy products and alternatives can contribute to overall good health including positive body composition and decreased adiposity; however, these foods are grossly underconsumed by youth, and worldwide, almost 25% of children are overweight or obese. Objective: The study investigated the barriers and facilitators toward dairy consumption by Grade 7 youth. Methods: Thirty 50-minute, audio-recorded focus groups were conducted with 134 students in eight Grade 7 classes across 5 elementary schools. Focus groups were led by trained facilitators in the elementary schools and participants were separated based on dairy consumption and gender. Recorded data were transcribed and thematically analyzed using qualitative analysis software to identify themes related to barriers and facilitators to dairy product intake by each gender. Results: Factors considered important by males and females across different levels of habitual intake include personal knowledge about dairy products and misconceptions regarding dairy foods and their associated health benefits; food characteristics, including taste; personal behaviors such as habits or routines including dairy products; social environments including parental and peer influence; physical environments factors such as availability and skipping meals; and the convenience of dairy products. Interestingly, only males noted sports as a positive influence for dairy product intake. Also, there were differences in the way males and females perceived dining out as affecting their dairy intake. Conclusion: Results suggest several potential factors that nutrition education interventions aiming to increase dairy consumption could target.