Abstract:

Toxicogenomics study the toxic compounds’ effect on gene and protein expression and their metabolites to determine the mechanisms that mediate the toxic effects and predict genetic susceptibility to toxic compounds' effects. Toxicogenomics employ, in its objectives, different technologies including genomics transcriptomics, proteomics, and metabolomics. The construction of a toxicogenomic database with the information that resulted from toxicogenomic studies is very useful to predict the potential toxicity of compounds that were not tested.

The traditional model of teaching and learning is based on the passive acquisition of knowledge by students through what they see and hear in master lectures. However, different studies on content retention and compression rates, observed that students retain 10% of what they read, 30% of what they see, 50% of what they see and hear, 70% of what they say or write, and 90% of what they do. Therefore, it is very important to implement new systems that increase student participation to establish long-term knowledge, encouraging them to design their own learning.

The European Higher Education Area (EHEA) was created to change the traditional learning model, using the new Learning and Knowledge Technologies (LKT) and new pedagogical trends based on student autonomy and oriented to teach to learn.

In addition, given the change in the labor model, it is estimated that by 2030 half of the jobs that exist today will have disappeared, appearing new trades, which will lead today's students and workers of the future to reconvert, being necessary not only to teach them knowledge today to be able to work but to self-manage the acquisition of their knowledge and learn by themselves to face the challenges that they will have to overcome. In this sense, the pedagogical methodology of the inverted class or Flipped learning has been developed, in which the students receive the Professors directions and in the classroom they develop projects and practical exercises, exposing them to the Professor and the rest of the students, and finally, the Professor initiates a debate between students discussing the information exposed by them and correct the mistakes detected, explaining what no was understand or was incorrectly understand.

According to all the above, we propose a toxicogenomic database developed by the students, employing the literature data and the data obtained in the laboratory practical classes. This work leads to developing collaborative practical work that improves the retention of the knowledge learned. The professor additionally ask to develop different projects to predict the toxicity of different compounds and expose the work to the class, using the Flipped learning technology, in order to improve the attention and performance of toxicology students. We expect that this methodology will result in more autonomy for toxicology students that will help them in their professional careers.

Keywords:

EHEA, flipped learning, toxicology, Toxicogenomic.