ORCID Profile
0000-0002-9212-9578
Current Organisations
Monash University
,
The University of Hong Kong
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Publisher: Wiley
Date: 08-12-2019
DOI: 10.1002/BMB.21190
Abstract: The traditional teaching style in higher education is didactic. However, the current literature states that student learning improves when they are active players in the process, triggering the move to implement active learning within the curriculum. In accordance, Monash University (an Australian research‐intensive university) introduced the “Better Teaching Better Learning” agenda to deliver a more student‐centered learning experience but its implementation has been inconsistent across its different schools. Interviews and an online survey were conducted to evaluate the teaching practices in lectures of Biomedical Science academics, identify barriers preventing them from implementing active learning in their teaching, and identify possible strategies to overcome said barriers. The two main teaching groups use a variety of teaching styles in lectures, with education‐focused academics employing more active learning practices. Many academics were in the process of changing their teaching style, mainly to improve the overall student learning experience. However, complex barriers prevent them from doing so. Possible strategies were identified that would help academics adopt a more student‐centered teaching style. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):29–40, 2018.
Publisher: Wiley
Date: 14-10-2020
DOI: 10.1002/BMB.21453
Publisher: Wiley
Date: 19-10-2020
DOI: 10.1002/BMB.21442
Publisher: Wiley
Date: 26-10-2020
DOI: 10.1002/BMB.21441
Publisher: Wiley
Date: 18-12-2019
DOI: 10.1002/BMB.21323
Abstract: The New Horizons in Biochemistry and Molecular Biology Education Conference was organized by the International Union of Biochemistry and Molecular Biology (IUBMB) in collaboration with the Federation of European Biochemical Societies (FEBS), and the Weizmann Institute of Science (Israel) and held in Rehovot, Israel, on September 6-8, 2017. The program covered the entire lifespan of students/scientists from the school level to undergraduate, graduate, and post-doctoral levels and brought together 130 international participants. This article provides an overview of the major issues and topics discussed at the conference and suggestions for the way forward.
Publisher: Wiley
Date: 17-10-2020
DOI: 10.1002/BMB.21444
Publisher: Wiley
Date: 11-2020
DOI: 10.1002/BMB.21455
Publisher: Wiley
Date: 05-2009
DOI: 10.1002/BMB.20283
Abstract: This article describes the use of contextualized and "blended" learning to teach biochemistry to dietetic students during the second year of their professional training in a 4-year undergraduate degree (Bachelor of Nutrition and Dietetics). Contextualized content was used to engage students and motivate them to learn biochemistry, which many perceived as a "hard" subject. Contextualized learning presented via problem solving exercises, case-studies, and by the use of virtual subjects in laboratory class introduced content material through real life situations highly relevant to their later clinical practice. A "blended" curriculum where content was presented in a number of different modalities (on-line, on CD, or face-to-face in small/large groups and in tutorials/lectures/laboratory class) further enhanced contextualized learning by providing a range of learning modalities catering to different student learning styles. The on-line and CD material also allowed student self-assessment of learning progress through interactive quizzes in varied assessment formats, where feedback was often immediate. Student responses to this biochemistry course have been positive with 89% finding it intellectually stimulating.
Publisher: Wiley
Date: 02-03-2017
DOI: 10.1002/BMB.21053
Publisher: Wiley
Date: 30-08-2019
DOI: 10.1002/BMB.21295
Abstract: Creativity is a uniquely human trait and it is the force behind many modern advancements. Due to the rapid changes seen across the economy and society, creativity has become highly valued and is in increasing demand by employers. To prepare students to meet this demand, many education stakeholders (such as Monash University) have incorporated creativity into their ethos. However, preliminary analysis of the learning objectives of the Bachelor of Biomedical Science degree (program) at Monash University identified little reference to creativity, even though one of its Graduate Attributes is to become a "creative scholar." The aims of this study were to ascertain the biomedical science students' perception of creativity in the program and to evaluate the program's core units (subjects) for creative learning opportunities. The data shows that students perceived a lack of creativity in the program. However, using Bloom's taxonomy's definition of create, an evaluation of the creative learning opportunities in the core Biomedical Science units identified the presence of a variety of creative opportunities. This discrepancy between student perceptions and learning opportunities lead to the question: Why do not students recognize creative learning opportunities? From the survey responses and mapping data, three reasons were identified: students' lack of awareness of a Graduate attribute, a lack of explicit reference to creativity at the program and unit level, and students' lack of understanding of creativity. © 2019 International Union of Biochemistry and Molecular Biology, 47(6):656-668, 2019.
Publisher: Wiley
Date: 27-06-2019
DOI: 10.1002/BMB.21283
Publisher: Royal Society of Chemistry (RSC)
Date: 2022
DOI: 10.1039/D2CC01528E
Abstract: Herein, we discover the new reactivity of the 1,3,5-triazine moiety reacting with a phenol group and report the development of biocompatible and catalyst-free triazine-pyridine chemistry (TPC) for tyrosine labelling under physiological conditions and profiling in the whole proteome.
Publisher: Sciedu Press
Date: 03-08-2018
DOI: 10.5430/IJHE.V7N4P99
Abstract: The ability to think critically and creatively are essential graduate attributes for science students yet many science graduates lack these skills and may struggle to gain employment. As undergraduate science educators, we are aiming to improve critical thinking, creativity and the promotion of deeper learning in our students. We have designed and implemented an innovative and creative approach to assessment to engage students with laboratory practicals, which are a core component of the biomedical sciences at Monash University. Through the introduction of an innovative approach to assessment using small group student produced videos, we aim to improve skills in theoretical understanding, data analysis and presentation.This paper details the design of instructional guidelines for small group student produced video assessment, the implementation of the video assessment into 2nd and 3rd year biochemistry laboratory practical classes and the generation of research outcomes and evaluation of this novel assessment technique. Observation of student behaviour during the laboratory classes found students were filming hotographing their experiments and appeared far more engaged with the actual experiments than in previous years. In addition, many student videos demonstrated high levels of creativity and critical thinking. The student produced video assessment did provide an opportunity for creative and critical thinking in students but there are still aspects to be improved.
Publisher: Wiley
Date: 06-11-2020
DOI: 10.1002/BMB.21473
Publisher: Sciedu Press
Date: 22-12-2014
DOI: 10.5430/IJHE.V4N1P86
Publisher: Wiley
Date: 16-10-2020
DOI: 10.1002/BMB.21435
Publisher: Wiley
Date: 14-08-2023
DOI: 10.1002/BMB.21776
Abstract: Previously we identified that biomedical science students commonly misunderstand “creativity,” mistaking it for “freedom.” In the present study, we describe and evaluate a workshop designed to increase students' awareness of creativity as a highly sought‐after employability skill and cognitive process applicable to scientific endeavors. To achieve this, we developed and introduced students to a process called the “Diamond Model,” utilizing a case study to contextualize and signpost the creative processes of ergent and convergent thinking. This model was introduced to students in the first workshop of a 12‐week undergraduate biochemistry unit (subject) within the Bachelor of Biomedical Science at Monash University, Australia. Students completed pre‐ and post‐workshop surveys to gauge the impact of the workshop on their conceptions of creativity and Bloom's taxonomy of learning. In addition, reflective journals were completed by a small subset of students ( n = 9) following the workshop. Following the workshop, over 65% of students indicated that their conception of creativity had changed. Thematic analysis of students' survey responses and reflections indicated that this change in the conception of creativity included broadening their definition of creativity, increased awareness of creativity as a skill and science as a creative process, and that creativity can be applied to different areas of life. Students attributed the signposting of creative elements as a contributing factor to their increased awareness. These results indicate the positive impact the workshop and our novel Diamond model had on student conception of creativity, highlighting the importance of explicit communication and signposting in skill development.
Publisher: Wiley
Date: 31-10-2020
DOI: 10.1002/BMB.21445
Publisher: Wiley
Date: 16-05-2022
DOI: 10.1002/BMB.21624
Publisher: Wiley
Date: 29-04-2021
DOI: 10.1002/BMB.21525
Publisher: American Chemical Society (ACS)
Date: 09-03-2023
Publisher: Wiley
Date: 15-10-2020
DOI: 10.1002/BMB.21436
Publisher: Oxford University Press (OUP)
Date: 18-11-2022
DOI: 10.1093/NAR/GKAC1049
Abstract: With an ever-increasing amount of (meta)genomic data being deposited in sequence databases, (meta)genome mining for natural product biosynthetic pathways occupies a critical role in the discovery of novel pharmaceutical drugs, crop protection agents and biomaterials. The genes that encode these pathways are often organised into biosynthetic gene clusters (BGCs). In 2015, we defined the Minimum Information about a Biosynthetic Gene cluster (MIBiG): a standardised data format that describes the minimally required information to uniquely characterise a BGC. We simultaneously constructed an accompanying online database of BGCs, which has since been widely used by the community as a reference dataset for BGCs and was expanded to 2021 entries in 2019 (MIBiG 2.0). Here, we describe MIBiG 3.0, a database update comprising large-scale validation and re-annotation of existing entries and 661 new entries. Particular attention was paid to the annotation of compound structures and biological activities, as well as protein domain selectivities. Together, these new features keep the database up-to-date, and will provide new opportunities for the scientific community to use its freely available data, e.g. for the training of new machine learning models to predict sequence-structure-function relationships for erse natural products. MIBiG 3.0 is accessible online at
No related grants have been discovered for Janet Macaulay.