Students Investigating the Antiproliferative Effects of Synthesized Drugs on Mouse Mammary Tumor Cells

Abstract

The potential for personalized cancer management has long intrigued experienced researchers as well as the naïve student intern. Personalized cancer treatments based on a tumor's genetic profile are now feasible and can reveal both the cells' susceptibility and resistance to chemotherapeutic agents. In a weeklong laboratory investigation that mirrors current cancer research, undergraduate and advanced high school students determine the efficacy of common pharmacological agents through in vitro testing. Using mouse mammary tumor cell cultures treated with ''unknown'' drugs historically recommended for breast cancer treatment, students are introduced to common molecular biology techniques from in vitro cell culture to fluorescence microscopy. Student understanding is assessed through laboratory reports and the successful identification of the unknown drug. The sequence of doing the experiment, applying logic, and constructing a hypothesis gives the students time to discover the rationale behind the cellular drug resistance assay. The breast cancer experiment has been field tested during the past 5 yr with more than 200 precollege/undergraduate interns through the Gains in the Education of Mathematics and Science program hosted by the Walter Reed Army Institute of Research.

Gains in the Education of Mathematics and Science: A Summer Program Designed to Address Systemic Inequities and Barriers to STEM Pathways

“…The poster is then presented to WRAIR scientists, engineers, and other interns and fellows at the institution. Some of the more novel lessons are prepared for publication in relevant journals (Hammamieh et al, 2005;Morales et al, 2017). This structure has a variety of benefits: (1) it allows returning students to experience novel lessons and STEM content; (2) NPMs are given freedom and autonomy in their lessons, which serves to motivate and engage them; (3) NPMs gain valuable experience in lesson development, implementation, data collection and presentation (4) WRAIR GEMS staff expand their options for future legacy and outreach activities; and (5) current STEM research and practices can be incorporated into lessons, allowing students to engage with the most up-to-date scientific practices and knowledge.…”

“…Under the initial SEPA, from 2001 to 2003, every aspect of GEMS was expanded and improved, allowing greater out-reach and participation for both mentors and mentees, better NPM training and more diverse module development with increased sophistication for a broader range of HS students. The program leads began the process of evaluating GEMS outcomes for participants by developing and collecting participant attitude surveys toward STEM (pre-and post-participation), conducting near-peer mentor exit interviews and implementing concept-learning assessments after each STEM module and at the end of the program (Bliss et al, 2007;Hammamieh et al, 2005;Yochelson, 2006;Yourick and Jett, unpublished evaluations). Whether at WRAIR or dissemination sites, evaluations of the initial SEPA-supported GEMS program showed its efficacy in STEM teaching.…”

“…Whether at WRAIR or dissemination sites, evaluations of the initial SEPA-supported GEMS program showed its efficacy in STEM teaching. GEMS students' responses overwhelmingly revealed that they highly valued their NPMs, enjoyed challenging handson activities to learn science, had gained more positive attitudes about science, and learned many science concepts and specific laboratory skills in the GEMS program that were not taught in their school curriculum (Bliss et al, 2007;Hammamieh et al, 2005;Yochelson, 2006;Yourick and Jett, unpublished evaluations). With the awarding of a dissemination SEPA grant from 2004 to 2006, WRAIR expanded previous GEMS connections and founded new partnering sites (see timeline in Figure 2).…”

Stem cell education for medical students at Tongji University: Primary cell culture and directional differentiation of rat bone marrow mesenchymal stem cells

“…After this lab exercise, all of the students were required to write and submit a report including all the data from the 2‐week practice and their feelings and views about the exercise. We judged the value of this exercise and the students’ understanding of it based on the essential act of operation during the practice, and we graded their reports . More than 90% of the students stated that this lab exercise was very interesting and useful and that they learned many things including primary cell isolation, MSC cell culture and cell differentiation, adipocyte cell identification, how to use microscopy to take pictures of living cells and so on during the practice.…”

Functional anatomy of the cardiovascular system: Professional development for PreK‐3 teachers using a “Train and equip” method results in learning opportunities for students

“…Instead of providing students and/or their teachers with a narrow bench research experience (e.g., see Markowitz, 2004;Niemann et al, 2004;Hammamieh et al, 2005), PIHS focused on providing teachers content training in different health science areas, much of it supported with appropriate laboratory experiences. The goal continues to be both ''train and equip'' the teachers by providing (1) professional development training in correct modern science content and (2) support that training with the ''gift-to-own'' (not loan) of resource kits containing a variety of appropriate supplies, materials, and equipment to facilitate the initial training event and the transference of that training into engaging, hands-on, educational activities for the trainees' students.…”