Originally published as Genetics Published Articles Ahead of Print on June 18, 2008.

Genetics, Vol. 179, 1151-1155, July 2008, Copyright © 2008
doi:10.1534/genetics.108.090381

The Use of Scenario-Based-Learning Interactive Software to Create Custom Virtual Laboratory Scenarios for Teaching Genetics

Kate M. Breakey, Daniel Levin, Ian Miller and Kathryn E. Hentges1

Faculty of Life Sciences, The University of Manchester, Manchester M13 9PT, United Kingdom

1 Corresponding author: Faculty of Life Sciences, The University of Manchester, Michael Smith Bldg., Oxford Rd., Manchester M13 9PT, UK.
E-mail: kathryn.hentges{at}manchester.ac.uk

Mutagenesis screens and analysis of mutant phenotypes are one of the most powerful approaches for the study of genetics. Yet genetics students often have difficulty understanding the experimental procedures and breeding crosses required in mutagenesis screens and linking mutant phenotypes to molecular defects. Performing these experiments themselves often aids students in understanding the methodology. However, there are limitations to performing genetics experiments in a student laboratory. For example, the generation time of laboratory model organisms is considerable, and a laboratory exercise that involves many rounds of breeding or analysis of many mutants is not often feasible. Additionally, the cost of running a laboratory practical, along with safety considerations for particular reagents or protocols, often dictates the experiments that students can perform. To provide an alternative to a traditional laboratory module, we have used Scenario-Based-Learning Interactive (SBLi) software to develop a virtual laboratory to support a second year undergraduate course entitled "Genetic Analysis." This resource allows students to proceed through the steps of a genetics experiment, without the time, cost, or safety constraints of a traditional laboratory exercise.