Words of advice: teaching macromolecular crystallography

The ability to view structures of proteins at atomic resolution, facilitated by the rise of macromolecular crystallography, has had a tremendous impact in many areas of sciences, including molecular pharmacology, drug discovery and biotechnology. However, the teaching of macromolecular crystallography in universities across the globe has been less than optimal. This could be attributed to the interdisciplinary nature of this subject, making it appear esoteric and incomprehensible, at least at first glance, for students who have exclusive training in only one specific discipline. For the instructor, this problem is compounded further by the plethora of complex concepts and specialized terminologies that the science of macromolecular crystallography has accumulated over the course of its evolution. Moreover, the advent of robotics and several sophisticated software algorithms have reduced the incentive to understand the beautiful conceptual bedrock on which this subject is based. As a way of addressing some of the challenges delineated above, this Words of Advice article attempts to formulate the broad framework within which the teaching and learning of macromolecular crystallography should be approached. It advocates the acknowledgement that this is an interdisciplinary field, with substantial contributions from chemical, physical, biological and mathematical sciences, requiring the evolution of teaching approaches that acknowledge this reality. Moreover, it suggests the use of visual tools, use of computational resources and history to make the subject more relatable to students.

Automated summary

The rise of macromolecular crystallography has greatly impacted various scientific fields, including molecular pharmacology, drug discovery, and biotechnology, by allowing atomic resolution visualization of protein structures. However, the teaching of this subject in universities worldwide has been suboptimal due to its interdisciplinary nature and the complex concepts and terminology involved. Additionally, the use of robotics and advanced software algorithms has diminished the incentive for students to understand the foundational concepts of macromolecular crystallography. This article proposes a comprehensive framework for teaching and learning this subject, advocating for interdisciplinary approaches, visual tools, computational resources, and historical context to make it more accessible and relatable to students.