Related Experiment Video
Updated: Jul 15, 2026
Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
Published on: November 15, 2024
A curriculum-integrated learning experience linking experimental pharmacology, cell culture and Nrf2-related gene
Cristina García-Bonillo1, Sandra Atienzar-Aroca1, Martín Pérez-Leal1
1Department of Biosciences, Faculty of Health Sciences, Universidad Europea de Valencia, Valencia, Spain.
Background:
Undergraduate biotechnology education requires integrated, experiential approaches that help students connect pharmacological modulation, cellular models, molecular analysis and data interpretation within coherent biological problems. This study describes and evaluates a curriculum-integrated learning experience linking experimental pharmacology, cell culture and Nrf2-related gene expression analysis in third-year Biotechnology students.
Methods:
A total of 32 students participated in the survey-based evaluation. The activity used A549 cells, sulforaphane as an Nrf2-activating compound and tert-butyl hydroperoxide as a pro-oxidant stimulus. Students followed an integrated workflow combining treatment design, cell culture handling, Nrf2-related gene selection, PCR-based gene expression analysis and scientific writing. Perceived learning was assessed using paired pre-post Likert-scale items and analyzed with the Wilcoxon matched-pairs signed-rank test. Post-intervention perceptions, satisfaction and open-ended feedback were analyzed descriptively.
Results:
Students showed significant improvements in all five pre-post items assessing perceived confidence or familiarity (p value < 0.0001). The proportion of students showing improvement ranged from 81.3% to 100%. Post-intervention responses indicated positive perceptions of interdisciplinary integration, technical competencies, digital competencies, data interpretation and research/professional development. Overall satisfaction was high, with a mean score of 8.50 ± 1.10 out of 10; 87.5% of students rated the activity with a score of 8 or higher. Qualitative feedback highlighted interdisciplinary integration and global understanding of the experimental workflow as key strengths.
Conclusion:
This curriculum-integrated learning experience was associated with perceived gains across pharmacological, cellular and molecular components of a biotechnology workflow. The intervention may provide a transferable model for integrating experiential, research-oriented and competency-based learning in undergraduate biotechnology education.
