143

PII: s0307-4412 (96)00022-2 biochemistry, some will become research scientists.

Students' Bibliographic Research: Competition
Enhances Results
NORA ENGEL,* GABRIEL STEKOLSCHIK,
FERNANDO MENDIVE and SERGIO BARANZINI
Cdtedra de Gen~tica y Biologla Molecular,
Facultad de Farmacia y Bioquimica,
Universidad de Buenos Aires,
Buenos Aires, Argentina
Introduction
A bibliographic search on an area of interest and applica-
tion in molecular biology was proposed as part of a course
called Basics of Genetics and Molecular Biology, which is
an obligatory four-month course for fourth year bio-
chemistry students. The general objectives were to induce
the students to learn to come into contact with the scien-
tific literature and to conduct a bibliographic search on a
specified subject.
Specific objectives, subjects and teaching methodolo-
gies were left up to the teachers. We elaborated following
specific objectives:
- - t h a t students learn to handle the different formats in
which scientific information is available.
- - that students come into contact with a research subject
beginning with the biological problem to be solved, the
different hypotheses offered, the experimental design and
the actual results arrived at so far, so as to transmit a
dynamic view of Molecular Biology, and Science in
general.
- - that the students learn to analyze results, propose new
hypotheses and above all, new experimental approaches;
in other words, to stimulate their creativity.
- - that students learn to select and organize the informa-
tion obtained.
Students that take our course are studying Bio-
chemistry, which in the University of Buenos Aires is a
graduate program lasting an average of 6 years. Although
a large percentage of the graduates will work in clinical
*Corresponding author.
Therefore the curriculum covers a wide range of subjects
during the first years and clinical or research-oriented
subjects are taken towards the end of the program.
Table 1 provides an overview of the structure of the
degree course. Some of the subjects the students have
taken by the time they reach the fourth year are:
Chemistry (general, inorganic, organic, analytical, bio-
logical), Mathematics and Statistics, Biology, Anatomy,
Physiology, Physics, Physico-chemistry and
Microbiology.
Because of the fact that the students have no molecular
biology background at this level, and have never come into
contact with the scientific literature, remembering that
the latter is mostly in English not Spanish, their native
tongue, we decided to elaborate a non-conventional
teaching methodology in order to motivate them for this
activity. We feel that any methodology that arouses the
students to participate actively is positive for their scien-
tific training. We also believe that the capacity to interpret
scientific papers involves skills which should be practiced.
Therefore, we chose to propose a questions and answers
contest based on a certain topic to be researched over the
duration of the course. The students are divided into
working groups and in the contest, which is the final
activity, each of the student working groups asks and
answers question in turn. According to the number of
correctly answered questions, each group accumulates
points, and the one which wins the contest gets a prize
from the other groups and automatically passes the
second of the two partial exams.
Methodology
The teachers involved in the project carry out a biblio-
graphic search previously in order to select an appropriate
subject. We choose topics that address general biological
problems, especially those that have generated contro-
versy and contrasting theories, especially if they have not
yet been fully solved.
There are 3 four-hour classes devoted to the biblio-
graphic research during the four-month period of the
course, interspersed with the regular weekly lectures.

Table 1. Structure of the graduate studies in Biochemistry in the University of Buenos Aires
Year Subjects
First History and Philosophyof Science Mathematics I General ChemistryI
Introductionto Social Sciences Physics General ChemistryII
Second MathematicsII Anatomy Inorganic Chemistry
PhysicsII Histology Organic ChemistryI
Third Biostatistics Physiology Organic ChemistryII
Physics Chemistry Physiopathology Organic ChemistryIII
Fourth Radiochemistry Microbiology BiochemistryI
Genetics and MolecularBiology Immunology BiochemistryII
Fifth Pharmacology Clinical ChemistryI Bromatology
Toxicology Clinical ChemistryII Physiopathology
Sixth Students take 5 subjectsaccordingto the specializationchosen.They are: ClinicalBiochemistry,Basic Biochemistry,
Biotechnology,Bromatologyand Nutrition Immunologyand AgriculturalBiochemistry

BIOCHEMICAL EDUCATION 24(3) 1996

144
The first class consists of a presentation of the object-
ives, methodology and type of evaluation. We give
detailed information on how to gain access to the required
information: databases, libraries, Internet. The subject to
be investigated is presented with a series of guiding ques-
tions aimed at eliciting the students' prior knowledge on
the theme and at pointing out the need to apply Molecular
Biology approaches to the research. Guidelines are given
with regard to the limits for the retrieval, for example, if
the search should be carried out from a certain year
onwards, or for experimentation on certain species.
We then propose the contest, and ask the students to
divide into groups of 5 - 7 individuals (in our case, we
generally have four groups). The groups have the whole
period of the course (four months) to carry out the litera-
ture search, select appropriate papers, extract the infor-
mation and elaborate the questions to be asked to the
other groups.
The second class is at half-term, for the purpose of
guiding the different student groups, and answering any
technical questions they may have on the papers they have
compiled.
The last class is at the end of the term and consists of
the contest itself. During the actual contest, each group
must ask and answer a predetermined number of ques-
tions (ie two rounds of questions for all the groups) on the
subject. Answers are assigned points according to their
accuracy and are evaluated by the asking group. The
teacher participates only in the case of disagreement
between the asking and answering groups.
Scores are assigned according to the following criteria:
Correct answer: 2 points; incomplete answer: 1 point;
wrong answer: 0 points; no answer: - 1 point.
The group which accumulates the highest score wins
the contest and automatically passes the second partial
exam.
Results
Examples of subjects that have been used successfully for
this activity so far are:
• Sexual differentiation: original theories, discovery of
the ZFY and SRY genes, applications;
• Production of mature immunoglobulins: genomic reor-
ganization, regulation of expressed genes;
• Genetic bases of the variability of the AIDS virus.
There is a wide range of areas in which biological prob-
lems are being solved through molecular biology tech-
niques. Some of our projected subjects are:
• Regulation of cell proliferation, apoptosis and malig-
nant transformation
• Gene therapy
• Pattern formation and morphogenesis
• Neural development
In order to illustrate the activity, we would like to expand
on the example of sex determination. This is a subject
BIOCHEMICAL EDUCATION 24(3) 1996
which has always been highly motivating for the students.
It addresses a problem everyone is interested in, since the
origin and exact nature of the differencies between the
sexes has probably been debated since prehistorical times.
There is a rich history of contrasting theories on the basis
of sex determination. A scientific basis for sex determina-
tion was found with the appearance of the chromosome
theory, and the advent of modern genetics and molecular
biology produced an important source of information.
Sex determination is part of the wider theme of mor-
phogenesis and cellular differentiation as pathways
depending on the activity of sets of genes working within
interacting networks. Master regulatory genes generally
initiate cascades of gene activation, ultimately producing
structural patterns which lead to differentiation. These
genes are activated in response to different signals and act
as switches between programs of cellular development, or
between proliferation and differentiation. In mammals,
whether the embryo will follow the male or female
pathway is determined by the presence of the Y chromo-
some, t which is the signal for the differentiation of testes
instead of ovaries. 2 Sex determination is amenable to
study because sex mutations are generally not lethal, ahd
therefore detailed maps of the Y chromosome have been
constructed from the analysis of the genomes of sex-
reversed XX males and XY females. From these maps,
information was obtained leading to the cloning of several
genes claimed to be the sex-determining region of the Y
chromosome. 3'4 Studies of evolutionary conservation of
the candidate genes and elucidation of their patterns of
expression were carried out. Finally, the generation of XX
mice transgenic for Sry, one of the candidate genes, which
induced sex reversion and the appearance of testes, led to
what seemed to be the conclusion of the long search?
However, many new questions were raised as to what the
signal for Sty induction was, and which were its function
and its downstream target genes, all subjects of current
research. For example, studies are underway on genes
which determine female specific functions and which are
postulated to be negatively regulated by Sry. 6'7
In the specific case of sex determination, in the intro-
ductory class at the beginning of the course, a diagram
representing the basis of the problem and a list of ques-
tions is handed out to the students and they are asked to
study the diagram, identify the problem and answer the
questions intuitively, regardless of their actual knowledge
on the subject. The diagram consists of a drawing of two
sperm cells, one with an X chromosome and another with
a Y chromosome, fertilizing an oocyte. The egg cell is
represented, and the two possible pathways are illustrated
with photographs on one hand, of a boy and further, a
man, and on the other hand, of a girl and a woman.
The questions are: (a) What is the initial determinant
of whether an embryo will develop into a male or a
female? (b) If a chromosome is the determinant, what
region of the chromosome is involved? (c) How could you
isolate the important region of the chromosome? (d)
What molecular mechanisms could be involved? (e) How

could you demonstrate experimentally that a certain
region of a chromosome is in fact the sex determining
region?
When the group have had some time to think the ques-
tionnaire over, a discussion is held among all the groups.
At this point, they are encouraged to formulate their
hypotheses, even if their wording is inaccurate. The
teacher takes note of the general ideas that have been
produced.
After this discussion of the problem, a brief history of
some of the theories regarding sex determination is given
by the teacher. For example, some ancient philosophers
had theories that sex was determined according to
whether the left or right testicle had produced the fertil-
izing sperm, environmental factors (temperature, direc-
tion of the wind at the time of fertilization), etc. Although
not true for mammals, temperature of embryonic
development is important for some species.
The path of development of this subject takes the
students through the themes of the course syllabus. The
chromosome theory, chromosome mapping, the existence
of genes, gene cloning, the study of their tissue-specific
expression, and the targets for their function, are the con-
cepts that appear chronologically as the students follow
the research line. We circumscribe the bibliographic
search to work in humans and mice, since these two sys-
tems have generated mutually valuable information, and
in order to narrow the range of the search, which would
otherwise be unmanageable.
By the time of the second class, the students have
carried out the initial bibliographic search and have
obtained the most important papers. At that point, the
techniques used in the papers are becoming accessible to
them through the rest of the classes, but some doubts arise
and here the teacher's help is required. In addition, they
are probably needing the references within the papers
they have read and must in turn obtain this material.
During the third class, the contest takes place. The
atmosphere is generally very competitive, but enjoyable.
The fact that it is the students that ask the questions
automatically adjusts the difficulty level to their
capacity.
After the contest, and as a closure for the activity, the
teacher produces the notes taken on the discussion of the
first day, and establishes a comparison between the infor-
mation retrieved through the search and the intuitive
hypothesizing on the topic at the beginning. A summary of
Table 2. Results of the evaluation form responded to by students of 1995 course*
Item evaluated
Arousal of student participation
Increase in the comprehension of scientific literature
Development of the capacity to identify a scientific problem, design an appropriate
experiment and interpret results
Importance of the methodology applied for the fulfillment of the objectives
*Three classes, totalling 109 students.
BIOCHEMICAL EDUCATION 24(3) 1996
BE 24:3-8
145
the research line and the questions that remain open are
elicited and written out on the blackboard.
The evaluation of the activity is carried out by two
approaches. On the one hand, students are asked to fill
out an anonymous opinion form grading the educational
objectives of the bibliographic search: whether it aroused
their participation, whether they felt they were more able
to analyze scientific literature, whether they had gained
the capacity to identify scientific problems, design experi-
ments and interpret results, and whether the methodology
employed had been important in reaching the objectives
stated on the first day of class. The majority of the
students assigned the highest grade to each of these
points. Table 2 gives the results of the opinion poll for the
August-November 1995 students who partook in this
activity.
On the other hand, the test taken by all the students
excepting those who had won the contest was designed to
evaluate the same points. It consists of a problem in the
format of a paper, with Introduction, Materials and
Methods and Results. It is elaborated by one of the
teachers on the basis of a research paper on a different
topic, which is modified appropriately. The Discussion is
left to the students, who are asked precisely to interpret
the results, discuss them in the light of the initial hypo-
thesis, and to propose future experiments to resolve
unanswered questions. This exam is handed in to be
graded by previously established criteria by the teacher.
The students' performance in this test is generally very
good. However we have no way to compare the grades
with those attained in former years, because the exams
were qualitatively different.
The first year that we used this methodology, we com-
pared the number of papers obtained, the quality of the
questions and the level of attainment in the topic
researched between two groups: one in which the contest
was used and one in which there was no competition and
the final activity was simply to lecture on the subject. We
found that the number of papers read, the depth of the
questions and the level attained by the group of students
who prepared for the contest was higher than in the
course in which the methodology did not include the
contest.
Discussion
The retrieval of scientific literature requires learning
effective search procedures, evaluating the relative
Distribution of opinions(%)
Excellent Good Regular Bad
89.9 7.4 2.7 - -
92.6 2.8 3.7 0.9
87.1 3.7 5.5 3.7
95.4 3.7 0.9
146
importance of different articles published on a certain
subject and understanding of what is reported in the
articles. These skills are essential for biochemistry
students, and for graduates in any field. Although the
students taking our course are already in fourth year, they
have not been in contact with scientific literature. As an
integral part of our course, we include an initiation into
bibliographic research, which not only serves as a vehicle
for the consolidation of concepts in Genetics and Molec-
ular Biology, but also as an acquisition of skills which are
important for the students' scientific formation in general.
In order to stimulate our students in this task, we use a
questions and answers contest between groups of students
investigating the bibliography on a certain topic. Games
provide more than motivation: they build a closer
empathy between teachers and students. In this case, the
division into work groups also stimulates communication
and cooperative learning.
On the basis of our experience, there are several points
to be emphasized. We believe that the introductory class is
essential in eliciting the cooperation of the students. The
fact that we make it a point to explain the objectives in
detail, to underline the philosophy of our choice and to
make the success of the contest clearly dependent on their
collaboration is decisive.
At the point at which we introduce the biological
problem with the question guide, and although the
students still have little background, the hypotheses they
propose and the methodology they envisage almost always
anticipate what actually occurred in the research line. This
is highlighted in the last class by the teacher, who reminds
the students of the discussion carried out in the first class
and induces them to compare their hypotheses with what
they have discovered in the bibliography. It is useful and
exciting for the students to realize that they have the
capacity to hypothesize and imagine ways in which to
study the subject, and this somehow generates an identi-
fication with the researchers. We also find that this activity
during the first class anchors the subject onto their pre-
vious concepts of biology, biological chemistry, and other
subjects.
The selection of the topics is crucial in arousing the
BIOCHEMICAL EDUCATION 24(3) 1996
students' interest. We have found that the most appro-
priate subjects are the ones with conflicting theories and
multiple experimental approaches. These characteristics
allow the students to receive an impression of science, in
general, and molecular biology, in particular, as a
dynamic, contemporary discipline.
The students are highly motivated by this methodology,
in spite of the difficulties emerging from the novelty of
interpreting scientific literature, added to the fact that
there is a natural language barrier. The competitive
nature of the contest seems to stimulate them very
much.
The first year we proposed this methodology, one of
the classes rejected the proposal. Another class was
divided into three groups of three people each, but one of
them did not work enough to take part in the contest.
Therefore it was reduced to a competition between two
groups. However, this situation was commented on exten-
sively in class and the groups who had fulfilled the goals
clearly identified the problem and held the third group
responsible. Further experiences demonstrated that if the
number of groups were larger, with at least five people
each, these problems were less likely to affect the final
outcome.
We have been carrying out this activity for four years
and we are satisfied on the basis of the opinion polls and
the results of the tests that the level of comprehension
acquired by the students and the engagement in an active
form of research is very formative. We therefore conclude
that this activity is important in introducing students who
will eventually be scientists to scientific literature, and to
the pathways of access to bibliography. The methodology
employed is highly motivating and elicits the students'
interest and participation successfully.
References
1 Jacobs, PA and Strong, J A (1959) Nature 183,302-303
2 Jost, Jet al (1973) Recent Prog Horm Res 29, 1-41
3 Sinclair, A Het al (1990) Nature 346, 240-244
4 Page, D C et al (1987) Cell 49, 595-602
5 Koopman, P et al (1991) Nature 351, 117-121
6 Wagner, T et al (1994) Cell 79, 1111-1120
7 Luo, X et al (1994) Cell 77, 481-490