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Related Concept Videos

Introduction to Enzymes01:22

Introduction to Enzymes

The use of enzymes by humans dates to 7000 BCE. Humans first used enzymes to ferment sugars and produce alcohol without knowing that this was an enzyme-catalyzed reaction. Wilhelm Kuhne coined the term 'enzyme' in 1877 from the Greek words ‘en’ meaning ‘in’ or ‘within’ and ‘zyme’ meaning ‘yeast.’
Most enzymes are proteins that speed up biochemical reactions without being consumed. Enzymes contain one or more active sites that bind the substrates and convert them into products. Many enzymes also...
Molecular Models02:00

Molecular Models

Physical models representing molecular architectures of chemical compounds play essential roles in understanding chemistry. The use of molecular models makes it easier to visualize the structures and shapes of atoms and molecules.
Cofactors and Coenzymes01:24

Cofactors and Coenzymes

Enzymes are proteins made of amino acids. The functional group of each constituent amino acid catalyzes a wide variety of chemical reactions via ionic interactions or acid-base reactions. However, amino acids cannot catalyze oxidation-reduction and group transfer reactions and need to be aided by non-protein components called cofactors. Cofactors are also referred to as the chemical teeth of an enzyme.
Cofactors can be metallic ions or organic molecules called coenzymes. These types of helper...
Protein Networks02:26

Protein Networks

An organism can have thousands of different proteins, and these proteins must cooperate to ensure the health of an organism. Proteins bind to other proteins and form complexes to carry out their functions. Many proteins interact with multiple other proteins creating a complex network of protein interactions.
These interactions can be represented through maps depicting protein-protein interaction networks, represented as nodes and edges. Nodes are circles that are representative of a protein,...
Protein Networks02:26

Protein Networks

An organism can have thousands of different proteins, and these proteins must cooperate to ensure the health of an organism. Proteins bind to other proteins and form complexes to carry out their functions. Many proteins interact with multiple other proteins creating a complex network of protein interactions.
These interactions can be represented through maps depicting protein-protein interaction networks, represented as nodes and edges. Nodes are circles that are representative of a protein,...
Chemistry of Carbohydrates03:25

Chemistry of Carbohydrates

Carbohydrates are an essential part of the diet in humans and animals. Grains, fruits, and vegetables are natural sources of carbohydrates that provide energy to the body, particularly through glucose, a simple sugar that is a component of starch and an ingredient in many staple foods. The stoichiometric formula (CH2O)n, where n is the number of carbons in the molecule represents carbohydrates. In other words, the ratio of carbon to hydrogen to oxygen is 1:2:1 in carbohydrate molecules. This...

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Related Experiment Video

Updated: May 13, 2026

Modeling an Enzyme Active Site using Molecular Visualization Freeware
14:37

Modeling an Enzyme Active Site using Molecular Visualization Freeware

Published on: December 25, 2021

Concept mapping enhances learning of biochemistry.

Krishna M Surapaneni1, Ara Tekian

  • 1Department of Biochemistry, Faculty of Medicine, Saveetha Medical College and Hospital, Saveetha University, Chennai, India. krishnamohan_surapaneni@yahoo.com

Medical Education Online
|March 8, 2013
PubMed
Summary

Concept mapping with clinical cases significantly improved medical student learning in biochemistry compared to traditional lectures. This innovative approach enhanced understanding and clinical relevance, receiving positive student feedback.

Keywords:
clinical biochemistryclinical casesconcept mappingdidactic lecturesmedical educationsmall group teachingundergraduate medical curriculum

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Area of Science:

  • Medical Education
  • Biochemistry Learning
  • Innovative Pedagogy

Background:

  • Traditional didactic lectures in undergraduate medical education often prioritize factual recall.
  • This can be a barrier to deeper understanding and clinical application of basic science concepts.

Purpose of the Study:

  • To evaluate the effectiveness of an innovative program using concept maps with clinical cases.
  • To improve the learning of biochemistry course content in first-year medical students.

Main Methods:

  • A randomized controlled trial involving 150 first-year medical students.
  • Two groups: traditional didactic program vs. innovative concept mapping program.
  • Performance measured by knowledge tests; learning process evaluated via questionnaire.

Main Results:

  • Students in the concept mapping group demonstrated significantly higher scores on knowledge tests (12.33-13.93) compared to the traditional group (7.13-8.28).
  • The innovative program received highly favorable ratings from students (93-100% agreement).

Conclusions:

  • Concept mapping integrated with clinical cases enhances academic performance in biochemistry.
  • Students valued this method for improving clinical relevance, reasoning skills, and overall understanding of biochemistry.