Enhancing the student experience by embedding personal tutoring in the curriculum

This paper evaluates an initiative to improve the effectiveness of personal tutoring by embedding it into the curriculum. Structured group tutorials help students make the transition to learning in higher education. These tutorials are delivered within a core module and focus on enabling students to develop study skills, reflect on their learning and plan for their future. The tutor has a role in familiarising students with the practices, norms and skills required for learning at university. The system developed provides a structure and rationale for the interaction of tutors and students, with a clear place and value within the curriculum.

RT-Bst: an integrated approach for reverse transcription and enrichment of cDNA from viral RNA

The synthesis of cDNA from RNA is challenging due to the inefficiency of reverse transcription (RT). In order to address this, a method was developed known as RT-Bst for sequential RT of RNA and Bst DNA polymerase amplification for enrichment of cDNA in a single tube reaction. Using genomic RNA from bacteriophage MS2, the yield of cDNA produced by RT alone and RT-Bst were compared by analysis of PCR-amplified products. Using random primers a superior performance was observed when amplifying MS2 RNA following RT-Bst compared to RT alone, indicating that greater quantities of cDNA were present after RT-Bst. RT-Bst was also compared with RT alone for their relative ability to produce sufficient cDNA to amplify 8 target regions spanning the respiratory syncytial virus (RSV) genome. Six out of 8 targets were amplified consistently by PCR subsequent to RT-Bst amplification whereas only 3 out of 8 targets could be amplified after RT alone. RSV sequences were selectively amplified using RSV specific primers from a mixed template containing an excess of MS2 RNA in a RT-Bst reaction without amplifying MS2 sequences. This suggests that RT-Bst can be used to amplify RNA sequences non-specifically using random primers and specifically using sequence specific primers and enhances the yield of cDNA when compared to RT alone.

Curriculum and beyond: Mathematics support for first year life science students

The move into higher education is a real challenge for students from all educational backgrounds, with the adaptation to a new curriculum and style of learning and teaching posing a daunting task. A series of exercises were planned to boost the impact of the mathematics support for level four students and was focussed around a core module for all students. The intention was to develop greater confidence in tackling mathematical problems in all levels of ability and to provide more structured transition period in the first semester of level 4. Over a two-year period the teaching team for Biochemistry and Molecular Biology provided a series of structured formative tutorials and “interactive” online problems. Video solutions to all formative problems were made available, in order that students were able to engage with the problems at any time and were not disadvantaged if they could not attend. The formative problems were specifically set to dovetail into a practical report in which the mathematical skills developed were specifically assessed. Students overwhelmingly agreed that the structured formative activities had broadened their understanding of the subject and that more such activities would help. Furthermore, it is interesting to note that the package of changes undertaken resulted in a significant increase in the overall module mark over the two years of development.