The impact of a story on learning ketone body metabolism

Abstract

AbstractBiochemistry is a core subject in the cross‐disciplinary training on Biotechnology engineering courses. Metabolic pathways teaching has traditionally integrated hands‐on laboratory experiences and traditional lectures, which detail a large number of reactions at a molecular level, their enzymes and regulation. The current scenario of Covid‐19 outbreak have motivated the development of complementary tools that expand the horizon of metabolism teaching. In this study, we employed a story‐based methodology to strengthen the metabolic pathways learning and to measure students' perception. Specifically, a peer‐reviewed tale describing the ketone body metabolism was used during five semesters as a didactic strategy to teach this biochemical process. A questionnaire assessed the students' understanding and acceptance of the methodology (n = 83). Our findings showed that a high proportion of students (83.13%) were able to relate the story to the topics studied in the classroom (ketogenesis and ketolysis). On the other hand, they were satisfied and suggested that such methodology is effective and fun. In summary, most of the survey responses related to acceptance of story‐based strategy ranged from 72% to 97%. Collectively, these results indicated that the story is appropriate to decomplex pathways, becoming a simple tool for driving motivation, learning and engagement of students. The narrative represents a bridge to connect the intriguing series of chemical reactions involved in the anabolism and degradation of 3‐hydroxybutyrate (3‐OHB), acetoacetate, and acetone with previously learned knowledge, emotions, and key concepts. In conclusion, the tale was useful to decode ketone body‐related pathways and making metabolism learning more interesting and easier.