ERIC Number: EJ1055429
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: N/A
An Alternative Laboratory Designed to Address Ethical Concerns Associated with Traditional "TAS2R38" Student Genotyping
LaBonte, Michelle L.; Beers, Melissa A.
Biochemistry and Molecular Biology Education, v43 n2 p100-109 Mar-Apr 2015
The "TAS2R38" alleles that code for the PAV/AVI T2R38 proteins have long been viewed as benign taste receptor variants. However, recent studies have demonstrated an expanding and medically relevant role for "TAS2R38." The AVI variant of T2R38 is associated with an increased risk of both colorectal cancer and "Pseudomonas aeruginosa"-associated sinus infection and T2R38 variants have been implicated in off-target drug responses. To address ethical concerns associated with continued student "TAS2R38" gene testing, we developed an alternative to the traditional laboratory genotyping exercise. Instead of determining their own genotype, introductory level students isolated plasmid DNA containing a section of the human "TAS2R38" gene from "Escherichia coli." Following PCR-mediated amplification of a section of the "TAS2R38" gene spanning the SNP at position 785, students determined their assigned genotype by restriction enzyme digestion and agarose gel electrophoresis. Using the course wide genotype and phenotype data, students found that there was an association between "TAS2R38" genotype and the age of persistent "P. aeruginosa" acquisition in cystic fibrosis "patients." Assessment data demonstrated that students taking part in this new "TAS2R38" laboratory activity made clear learning gains.
Descriptors: Science Laboratories, Genetics, Science Activities, Science Instruction, Ethics, Instructional Effectiveness
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: email@example.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A