scholarly journals Interdisciplinary Skills Development In The Biomedical Engineering Laboratory Course

2020 ◽  
Author(s):  
John M. Sankovic ◽  
Dmitri Kourennyi
Keyword(s):  
Biomedical Engineering ◽  
Skills Development ◽  
Laboratory Course

scholarly journals A DESIGN-CENTERED LABORATORY CURRICULUM FOR FIRST-YEAR BIOMEDICAL ENGINEERING STUDENTS

2019 ◽  
Author(s):  
Gabrielle Lam
Keyword(s):  
Experiential Learning ◽  
Student Performance ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
First Year ◽  
Learning Approach ◽  
Laboratory Course ◽  
Structured Design ◽  
Survey Results ◽  
Design Projects

A new first-year biomedical engineering laboratory course was created using a problem-based learning approach. Centered on four semi-structured design projects and experiments, the laboratory course was designed to facilitate meaningful experiential learning. Preliminary analyses of survey results suggest that the semi-structured nature of lab activities is viewed both positively and negatively by students, depending on their perception of preparedness for the project. Its correlation with student performance will be better understood with thorough study of other components of survey results.

scholarly journals Biomedical Engineering Professional Skills Development: The RADxSM Tech Impact on Graduates and Faculty

2021 ◽  
Vol 2 ◽  
pp. 163-169
Author(s):  
Andrew DiMeo ◽  
Chipo Afamefuna ◽  
Skyler Ward ◽  
Phil Weilerstein ◽  
Elias Caro ◽  
...  
Keyword(s):  
Biomedical Engineering ◽  
Skills Development ◽  
Professional Skills

scholarly journals An Integrated Undergraduate Biomedical Engineering Laboratory Course

2020 ◽  
Author(s):  
Conrad Zapanta ◽  
Warren Ruder ◽  
Justin Newberg ◽  
Paul Glass ◽  
Davneet Minhas ◽  
...  
Keyword(s):  
Biomedical Engineering ◽  
Laboratory Course

scholarly journals Biomedical engineering and bioscience students address hypoxia‐related research problems in an interdisciplinary physiology laboratory course

2008 ◽  
Vol 22 (S1) ◽  
Author(s):  
Jennifer Anne Stanley ◽  
Kari Clase ◽  
Jonathan Gerber ◽  
Patrick Hein ◽  
Elizabeth A Lenzi ◽  
...  
Keyword(s):  
Biomedical Engineering ◽  
Related Research ◽  
Laboratory Course ◽  
Research Problems ◽  
Physiology Laboratory

scholarly journals SEMI-STRUCTURED DESIGN AND PROBLEM-BASED EXPERIENTIAL LEARNING IN A FIRST-YEAR BIOMEDICAL ENGINEERING LABORATORY COURSE

2020 ◽  
Author(s):  
Gabrielle Lam ◽  
Navjot Gill ◽  
Roza Ghaemi
Keyword(s):  
Experiential Learning ◽  
Engineering Design ◽  
Biomedical Engineering ◽  
Learning Experience ◽  
First Year ◽  
Immediate Feedback ◽  
Laboratory Course ◽  
Laboratory Courses ◽  
Design Skills ◽  
Scaffolding Strategy

A first-year biomedical engineering laboratory course was created using a problem-based approach, introducing students to the interplay of engineering design and biology in biomedical engineering. Open-ended problems were central to each laboratory module, and were designed to enhance students’ development of high-order learning skills. Although the value of problem-based learning in engineering laboratory courses has been recognized, its implementation in the first-year engineering program presents unique challenges for students who are unfamiliar with the unstructured approach and who are in their early stages of developing discipline-specific knowledge. Immediate feedback scaffolding strategies, including interactive pre-laboratory assessments and team-based quizzes, were implemented in the second iteration of the course to support students’ achievement of learning outcomes, and to improve their perception of their learning experience in a problem-based laboratory. According to preliminary survey results, students attributed the value of problem-based laboratory activities to the acquisition of technical skills, engineering design skills, as well as the development of self-directed ability, and a growth mindset. Results from the second iteration of the course also revealed that students perceived the interactive pre-laboratory assessments and team-based quizzes to be highly valuable. Taken together, our study thus far has underlined the importance of immediate feedback as an effective scaffolding strategy for supporting semi-structured experiential learning in a first-year engineering laboratory course. 

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