Teaching during COVID-19 pandemic in practical laboratory classes of applied biochemistry and pharmacology: A validated fast and simple protocol for detection of SARS-CoV-2 Spike sequences

Abstract

The pandemic caused by the SARS-CoV-2 virus (COVID-19) is still a major health issue. The COVID-19 pandemic has forced the university teaching to consider in high priority the switch from in-presence teaching to remote teaching, including laboratory teaching. While excellent virtual-laboratory teaching has been proposed and turned out to be very useful, the need of a real-laboratory in-presence teaching is still a major need. This study was aimed at presenting a laboratory exercise focusing (a) on a very challenging therapeutic strategy, i.e. SARS-CoV-2 diagnostics, and (b) on technologies that are playing a central role in applied biochemistry and molecular biology, i.e. PCR and RT-PCR. The aims of the practical laboratory were to determine: (a) the possibility to identify SARS-CoV-2 sequences starting from a recombinant plasmid and (b) the possibility to discriminate cells with respect to the expression of SARS-CoV-2 Spike protein. This activity is simple (cell culture, RNA extraction, RT-qPCR are all well-established technologies), fast (starting from isolated and characterized RNA, few hours are just necessary), highly reproducible (therefore easily employed by even untrained students). We suggest that this laboratory practical exercises should be considered for face-to-face teaching especially if the emergency related to the COVID-19 pandemic is maintained. The teaching protocol here described might be considered in order to perform fast but meaningful in-presence teaching, making feasible the division of crowded classes in low-number cohorts of students, allowing the maintenance of the required social distance.

Factors Affecting Students’ Performance, Enrolment and Retention in Science Subjects in Secondary Schools in Uganda: A Case Study of Kigezi Region of Uganda

“…Despite the advances in technology and the subsequent changes that have taken place in education, the nature of laboratory and practical work in general is transforming slowly. This is because the technology that can transform face-to-face learning into laboratory exercises that are interactive is "complex and requires a multi-step approach" (Gasparello et al, 2022). Bhute, Inguva, Shah and Brechtelsbauer (2021) and Patterson (2011) argue that it is necessary to transform traditional laboratories to enable remote practical experimentation and learning.…”

“…Other recommendations include the use of technology to aid the learning process (Ouma, 2021;Adams, 2009;Gasparello et al, 2022). It should be noted that students generally like and use technology to stay connected.…”

Production and Characterization of K562 Cellular Clones Hyper-Expressing the Gene Encoding α-Globin: Preliminary Analysis of Biomarkers Associated with Autophagy

“…All the electrophoretic courses were conducted at 80V and imaged with Gel Doc EZ Gel Documentation System (Bio-Rad, Hercules, CA, USA), as previously reported [ 28 ].…”