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• W3081737385 abstract "Science & Society1 September 2020free access Seeding sustainable education in developing countries Teaching biotech in low-income areas Yensi Flores Bueso SynBioCentre, University College Cork, Cork, Ireland Cancer [email protected], University College Cork, Cork, Ireland APC Microbiome Ireland, University College Cork, Cork, Ireland Search for more papers by this author Mark Tangney Corresponding Author [email protected] orcid.org/0000-0002-6314-1260 SynBioCentre, University College Cork, Cork, Ireland Cancer [email protected], University College Cork, Cork, Ireland APC Microbiome Ireland, University College Cork, Cork, Ireland Search for more papers by this author Yensi Flores Bueso SynBioCentre, University College Cork, Cork, Ireland Cancer [email protected], University College Cork, Cork, Ireland APC Microbiome Ireland, University College Cork, Cork, Ireland Search for more papers by this author Mark Tangney Corresponding Author [email protected] orcid.org/0000-0002-6314-1260 SynBioCentre, University College Cork, Cork, Ireland Cancer [email protected], University College Cork, Cork, Ireland APC Microbiome Ireland, University College Cork, Cork, Ireland Search for more papers by this author Author Information Yensi Flores Bueso1,2,3 and Mark Tangney *,1,2,3 1SynBioCentre, University College Cork, Cork, Ireland 2Cancer [email protected], University College Cork, Cork, Ireland 3APC Microbiome Ireland, University College Cork, Cork, Ireland *Corresponding author. Tel: +353 21 420 5709; E-mail: [email protected] EMBO Rep (2020)21:e50587https://doi.org/10.15252/embr.202050587 PDFDownload PDF of article text and main figures. ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareFacebookTwitterLinked InMendeleyWechatReddit Figures & Info Reducing the gap in research inequality between developed and developing nations is key for achieving global health goals (Douglas & Stemerding, 2013) and sustainable development (French, 2019). Notably, this means that more developing countries need to invest into scientific research, which can be a considerable hurdle for some of the poorest nations on Earth. Synthetic biology (SynBio) could help to lower technical hurdles and enable practical education in low-income countries as its tool-kits are fairly easy to use by practitioners with little or no practical experience in molecular biology (Flores Bueso & Tangney, 2017). Moreover, SynBio could also provide biological solutions to a wide range of problems and become a source of innovation and economic growth. Especially for impoverished nations, the teaching and the application of SynBio could have a wider impact since their populations’ wellbeing is more susceptible to the quality of the environment (Fernández-Niño & Islam, 2017). Especially for impoverished nations, the teaching and the application of SynBio could have a wider impact… Despite its advantages, SynBio is taught and applied largely in middle- to high-income countries (Hollis, 2013). This can partially be explained by a lack of research infrastructure and relevant education in hands-on molecular biology experimentation (concepts, workflow, design and techniques) that is required for SynBio (Hollis, 2013; French, 2019). As suggested for other research areas (Harris, 1996), we hypothesised that providing a minimum infrastructure and education to students and scientists in a low-income developing country would spur them to adopt of SynBio. Honduras is one of the poorest countries in Latin America and one of the most affected by climate change. Thousands are fleeing northwards, risking their lives to escape lack of opportunities, violence and social instability (Meyer, 2019). Like many other low-income countries, molecular biology research in Honduras is mostly confined to essential disease monitoring (Harris, 2004). Given the potentials offered by SynBio, we, a team of researchers at University College Cork (UCC), Ireland, decided to introduce SynBio to Honduras at the country's only public and research-oriented university, the National University of Honduras (UNAH). We deemed a SynBio-focussed teaching programme would be an ideal training platform for molecular biology (biochemistry, microbiology, genetics, biotechnology) in general. Our journey Here, we describe our personal view of this capacity-building experience in Honduras, along with its failures and successes (Fig 1). Many of our original assumptions, based on “developed-country thinking”, turned out to be wrong, and we had to develop a strategy for deployment “in-the-field”, by involving locals at the earliest design stages. In addition, we share our experiences that shaped our approach for designing and testing a sustainable laboratory-training strategy and outline considerations for pursuing similar projects in low-income countries. Figure 1. The journeyThis capacity-building project began with the aim of spark research activity in a recently started RU molecular biology laboratory. The journey evolved from building this laboratory's infrastructural capacity to a two-way mobility where a fit for purpose course successfully engaged 16 participants, empowering them to become teachers. Download figure Download PowerPoint Many of our original assumptions, based on ‘developed-country thinking’, turned out to be wrong, and we had to develop a strategy for deployment ‘in-the-field’, by involving locals… Our journey began with the aspiration of sparking education and research activity in the first molecular biology laboratory at UNAH's school of biology, a project that was promoted some years ago by members of our team. We thought that building the infrastructure of this laboratory would spark activity, and we sourced surplus equipment, material and consumables from UCC laboratories over a period of a year. When we realised that the costs of transporting the equipment to Honduras would be prohibitive, we got engaged with Fyffes plc, an Irish company that routinely ships products from Honduras to Ireland. Fyffes donated the transport and took care of the complex logistics to deliver the equipment to the UNAH campus. However, after months went by and some of the equipment remained unpacked, we learnt that merely sending equipment and consumables was insufficient to spark research and concluded that additional education on experimental design and workflow was needed. We first planned to train scientists from UNAH in the fundamentals of SynBio in our laboratories in Ireland. However, after several exchanges with UNAH, we learned that the training in Cork would not translate to their settings, and it would not allow for the critical mass to disseminate knowledge, due to language barriers, UNAH researcher turnover and budgetary constraints. Moreover, Honduras underwent a political crisis during this period that not only halted the project, but also advised us against long-term, on-site training in Honduras. We therefore designed a short and intensive training strategy that would seed teaching and learning, in a manner that it could become sustainable locally. The resulting scheme involved two-way exchange of scientists between Honduras and Ireland with the aim of delivering a short and intensive hands-on course. The design and execution of the project was performed in parallel; this required significant interaction between institutions, which was sustained by appointing organisational actors. The first mobility involved training of UNAH staff (2) and student (2) researchers in molecular biology techniques at UCC laboratories. As part of the training, each participant played an active and relevant role in the design and testing of the course, which helped to enhance their engagement, curiosity and creativity. Their involvement was key for troubleshooting unexpected obstacles and tailoring the course content, materials and experiments to settings and situations often overseen by UCC researchers. Furthermore, their involvement shaped the research aim of the course. By assessing their understanding and skill-set throughout their training, we realised that it was essential for us to first teach them basic principles of molecular biology and how these relate to the techniques performed in the laboratory and that the teaching programme should also focus on introducing basic techniques, such as PCR, gel electrophoresis and standard curves. We also witnessed their confidence grow when performing experiments independently, along with their enthusiasm for tangible, “visible” results. As such, we drafted the course aim using a project routinely used as a platform in our laboratory: the genetic engineering of a bacterium to produce a fluorescent protein. This served as an exemplar laboratory research project to teach basic experimental concepts and provided the robustness and flexibility required to allow for errors and troubleshooting. Consequently, this research project was used for the synthetic biology course and for teaching the complete genetic engineering workflow. It also provided us with data to teach hands-on bioinformatics in protein design and modelling and R-based statistical analysis. Furthermore, it allowed us to teach the relevance of experimental design and project planning with each experiment performed. To promote creativity and innovation, we included sessions for exchanging ideas for applications of the knowledge acquired throughout the day. Finally, the programme included two sessions to cover ethical considerations and responsible research approaches (Fig 2). Figure 2. Course outlineThe course was designed around four key critical SynBio subjects: (i) DNA parts, (ii) DNA assemblies, (iii) Protein design and expression and (iv) Interpretation and analysis of results. The approach for the course was (i) Review key concepts of the subjects, (ii) Introduce bioinformatic tools in a practical approach, (iii) Introduce laboratory techniques—principles, procedures and critical elements, (iv) Perform experiments in the laboratory. All contents were covered in five intensive days. For a detail of time distribution. Download figure Download PowerPoint Eventually, the synthetic biology course took place with 16 participants including UNAH students, lecturers and researchers, and officials from the Honduran health and biodiversity government offices. The course lasted a working week-long with 10 hours per day. Its participants are now leading innovative SynBio projects aimed at fostering research, innovation and/or protecting biodiversity. A diverse student group composition was deemed key for enabling the sustainability of this course and its translation to future teaching and research. This also entailed some obstacles, including disparate levels of knowledge, skill and experience, and communication barriers between UNAH and UCC researchers. However, these were successfully addressed by dividing into groups and designating roles for all participants. In addition, the team also made a point of participating in recreational activities organised by students after laboratory hours, which was key for developing trust (Fig 3F). This overall group dynamic—where everyone has an active role—supported our central aim of qualifying students as future teachers (Fig 3B–F). It encouraged informal peer-to-peer interactions that increased the confidence of students and their active participation in experimental design, troubleshooting and adapting protocols. This overall group dynamic – where everyone has an active role – supported our central aim of qualifying students as future teachers. Figure 3. Images of the activity(A) An instructor explaining how to select a colony from a plate. (B) RU student trained at TU explaining how to prepare protein gels. (C) RU students supported each other: a student helping another student to load an agarose gel. (D) An instructor explaining techniques for Gibson assembly before the start of experiments. (E) Students performed all experiments: a Bradford assay. (F) A student leader explaining how to use a pipette pump to his team members. (G) A football match with students and teachers—as an example of many interactive activities organised after laboratory hours. (H) National protests in Honduras usually start at UNAH. Captured here, riot police firing tear gas at protesters. We were caught in the middle, with course students and instructors becoming bathed in tear gas, halting course activity for some hours. Although we were able to resume, we realised that it was necessary to design contingencies in case the university was shut down. Outreach outside the laboratory was achieved by visits to primary schools and open research lectures: (I) Children performing an experiment to demonstrate the digestion system. (J) Children performing DNA extraction during a school visit. (K) UCC researcher at an open research lecture. Download figure Download PowerPoint For instance, the absence of shaking incubators for bacterial growth at UNAH was solved by students suggesting rotating schedules for manually shaking bacterial cultures at room temperatures, since average temperatures were 30°C or above. The students then suggested contacting the local engineering school to build simple but effective, low-cost shakers. Similarly, when preparing the course, we overlooked the requirements for measuring bacterial growth and there was no spectrometer available at the UNAH. Students again offered a solution: using visual turbidity standards. Despite much preparation, similar problems emerged constantly throughout the course. It was the trainees who presented alternatives that allowed the completion of experiments. These experiences also triggered our own creativity, and some scientific solutions for enabling laboratory work in low-income countries are now being investigated by our group (Yallapragada et al, 2019). Outcomes of the capacity-building experience The ultimate programme was designed as a self-perpetuating course that encourages students to become teachers, who can reutilise the course material as many times as needed. The course success is perhaps best measured by the interest and engagement of participants, who are planning to deliver this course once a year, beginning in 2020. Success is also apparent through the dissemination of the course material to more than 200 undergraduate students per semester by UNAH teachers who attended the course. Another key success of the course was the involvement of biotechnology and health-care government officials. Finally, and unexpectedly, UNAH students trained at UCC have been appointed as staff UNAH laboratory managers, where they are disseminating knowledge to incoming students and researchers and improving current research projects. While the availability of laboratory equipment proved of no value in isolation, the subsequent training of the course participants […], unlocked its value. The mobility programme also allowed for outreach activities in the form of open research lectures, where UCC scientists described their research projects to hundreds of UNAH participants (Fig 3K). In addition, researchers from UCC visited public primary schools in the poorest areas of Tegucigalpa, where they performed simple experiments such as DNA extraction to demonstrate concepts such as DNA, hygiene and the microbiome (Fig 3I and J). Through this experience, we learnt that simple experiments can enhance learning at any level of education. Finally, the capacity—equipment, trained scientists, biological material and reagents—built at UNAH means that Honduras now has an operational SynBio laboratory. While the availability of laboratory equipment proved of no value in isolation, the subsequent training of the course participants in how to use the equipment and for what, unlocked its value. Without this key component (on-site UCC personnel), the equipment would have remained unused. Outlook and considerations As academics from a developed country, we tend to overlook the necessities, infrastructure and capital required for pursuing research. It was only when faced by obstacles that range from absurd to amusing that we learned to appreciate the problems endured by researchers in low-income countries, who, despite all the barriers, are eager to pursue science (Harris, 2004). Several experts have recommended capacity-building activity such as described here—education, equipment donation, etc.—to bring SynBio to developing countries (French, 2019). While we agree, our efforts have shown that effecting these is far from straightforward. Among the obstacles we encountered that might require consideration for pursuing similar activities are the influence of local politics in planned activities (Fig 3H; Harris, 2004); the lack of a distribution system for laboratory supplies; and the prices of supplies that, when available at all, are much higher than in developed countries (van Helden, 2012). To make a training programme that teaches students to become instructors, we must consider the realities that shape students’ prior education. For many low-income countries, most academics have limited laboratory expertise; there are for instance no PhDs in science offered in Honduras. Training at undergraduate level does not incorporate relevant laboratory experience and therefore understanding or applying basic concepts, such as standard curves can be difficult for students. Academic degrees are based only on theoretical learning. Students memorise concepts, but struggle to translate them into practice. Pursuing research activity is not incentivised in academics and there is no national budget for research (Harris, 2004). To make a training programme that teaches students to become instructors, we must consider the realities that shape students’ prior education. As these realities came to light, they continuously shaped the design and execution of the project. The successful completion of the laboratory workflow was a result of a co-curated approach, involving students and teachers. Contributions by locals to course design were essential for tailoring final protocols that worked on-site. As such, we were able to produce a course tailored for low-income countries that was validated by end-users. The approach is to transform students into teachers, making it a self-perpetuating course, where knowledge transfer is in the hands of locals. This is translatable to other education centres in the region, where we expect it to benefit many more students and researchers. In addition, we succeeded in sparking their curiosity and inspiring them to answer their own research questions, promoting the start of research activities. Delivering a “traditional” teaching course would not have been of value: only teaching locals how to teach/develop such a course will yield rewards. “Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime”. Moreover, it is important to stress that such projects can be performed on a minimal budget. All work was on a voluntary basis, equipment and transport was donated, and laboratory supplies were primarily sourced from UCC. The only defined source of budget for this project was a €22,000 grant to fund mobility. Indeed, budgetary constraints enhanced our creativity and problem-solving skills. It became very evident to all participants that where there is a will, there is a way. We hope that this initiative and the experiences shared here will encourage similar projects. Acknowledgements We would like to gratefully acknowledge the significant voluntary efforts of members of the team that enabled realisation of this project: International Office, UCC: Cliona Maher, PhD—Advisor for Internationalisation, Latin America Coordinator and partner on Erasmus grant. School of Biology, UNAH: Iris Rodriguez, MSc—Chief of Genetics: RU project manager; David Zelaya, MSc—Molecular Biology laboratory manager: Liaison officer; Jafeth Gutierrez & Yolani Padilla: RU students trained at TU; Jorge Carrasco, PhD—Chief of immunology: Advisor for the project. UCC SynbioCentre and Cancer [email protected]: Stephen Buckley, MSc—Delivered Protein Design & Expression module; Sidney Walker, MSc—Delivered all bioinformatics topics; Ciaran Devoy, MSc—Delivered DNA parts & DNA assembly modules. In addition, we would like to thank the welcome and support of all the course participants, who made possible the success of this project. Staff mobility for this project was funded by Erasmus+ ICM (European Commission). YFB acknowledges funding from the Irish Research Council (GOIPG/2016/475). Material used for the course was kindly donated by [email protected], the UCC SynBioCentre and APC Microbiome Ireland. References 1. Douglas CMW, Stemerding D (2013) Governing synthetic biology for global health through responsible research and innovation. Syst Synth Biol 7: 139–150CrossrefPubMedGoogle Scholar 2. Fernández-Niño M, Islam Z-U (2017) The potential of synthetic biology for improving environmental quality and human health in developing countries. Revista de la Universidad Industrial de Santander. Salud 49: 93–101CrossrefGoogle Scholar 3. Flores Bueso Y, Tangney M (2017) Synthetic biology in the driving seat of the bioeconomy. Trends Biotechnol 35: 373–378CrossrefCASPubMedWeb of Science®Google Scholar 4. French KE (2019) Harnessing synthetic biology for sustainable development. Nat Sustain 2: 250–252CrossrefWeb of Science®Google Scholar 5. Harris E (1996) Developing essential scientific capability in countries with limited resources. Nat Med 2: 737–739CrossrefCASPubMedWeb of Science®Google Scholar 6. Harris E (2004) Building scientific capacity in developing countries. EMBO Rep 5: 7–11Wiley Online LibraryCASPubMedWeb of Science®Google Scholar 7. van Helden P (2012) The cost of research in developing countries. EMBO Rep 13: 395Wiley Online LibraryPubMedWeb of Science®Google Scholar 8. Hollis A (2013) Synthetic biology: ensuring the greatest global value. Syst Synth Biol 7: 99–105CrossrefPubMedGoogle Scholar 9. Meyer PJ, Taft-Morales M (2019) Central American Migration: Root Causes and U.S. Policy. Congressional Research Service https://www.hsdl.org/?view&did=826218Google Scholar 10. Yallapragada VVB, Gowda U, Wong D, O'Faolain L, Tangney M, Devarapu GCR (2019) ODX: a fitness tracker-based device for continuous bacterial growth monitoring. Anal Chem 91: 12329–12335CrossrefCASPubMedWeb of Science®Google Scholar Previous ArticleNext Article Read MoreAbout the coverClose modalView large imageVolume 21,Issue 9,03 September 2020This month's cover highlights the article 'The regulation of glucose and lipid homeostasis via PLTP as a mediator of BAT-liver communication by Carlos Spontan, Shingo Kajimura and colleagues. The micro 18F-FDG PET/CT imaging system was applied to detect active brown adipose tissue (BAT) in mice. The cover shows the interscapular BAT depot of mice as assessed by 18F-FDG PET scan. An increase in circulating PTLP levels robustly stimulates glucose uptake in BAT of adult mice (right) relative to control mice (left). (Scientific image by Carlos Spontan, UCSF.) Volume 21Issue 93 September 2020In this issue FiguresReferencesRelatedDetailsLoading ..." @default.
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