Education workshop I: What skills and knowledge are required to improve molecular life science education?

Summary of discussions in small groups

The session was attended by about 100 participants. They split into 4 groups to discuss specific topics related to this session, as listed below. Some of the main points that were raised during the specific discussions are collected in this report.

Group 1: What are the key practical skills that molecular life science students should learn?

The group came up with an extensive list of techniques, procedures and good practice:

• Making buffers, solutions and being able to understand concentrations.
• Using a pH meter and adjust pH of buffers.
• Knowing how to dilute solutions.
• Training in good laboratory practice (especially lab safety)
• Keeping a detailed lab book.
• Designing an experiment to test hypothesis and consideration of control and replicates.
• Being able to perform and analyse the results from SDS PAGE.
• Being able to perform and analyse the results from DNA agarose gels.
• Concepts of protein purification, i.e. size exclusion and ion exchange chromatography.
• Uv-vis spectrometry and use of calibration curves.
• Enzyme assays and following rates of reactions.
• Basic microbiology techniques also expose to other model organism systems ie yeast or flies, etc.
• Undertaking PCR reactions and analyzing products.
• Searching scientific literature data bases.

Group 2: What are the key transferable skills that molecular life science students should learn?

• Mathematical competency. Being able to use and manipulate simple equations.
• Being able to plot and interpret data in the form of graphs and tables.
• Statistics and its uses. Being able to ulitilise statistical software, i.e. Excel, SPSS, Minitab, etc.
• Communication skills, oral presentations and in writing.
• Scientific writing, how to write a scientific report or paper.
• Problem solving skills – i.e. critical analysis, experimental design and setup.
• Team working skills.
• Independency and time management.
• Leadership and managerial skills.

Group 3: Careers and improving employability prospects

• Have an extensive period of workplace experience as part of the degree. This could take the form of a “sandwich year” where the students spend one academic year working in an industrial setting such as for a pharmaceutical company.
• Coaching and mentoring.
• Helping with CV writing.
• Helping to develop interview skills.
• Employ or utilize specific careers officers within the university to help students with applications.
• Organise careers fairs for the students and invite past graduates to talk about their careers following graduation.

Group 4: Subject-specific knowledge

• Proteins
• DNA / RNA / Genetics
• Enzymes
• Metabolism
• Regulation
• Cell biology
• Molecular biology
• Bio-energetics
• Membranes
• Cell signaling
• Biotechnology
• Microbiology
• Molecular pharmacology

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