Biomedical engineering education最新文献

{"title":"Concept Mapping as a Metacognition Tool in a Problem-Solving-Based BME Course During In-Person and Online Instruction.","authors":"Rucha Joshi,&nbsp;Dustin Hadley,&nbsp;Saivageethi Nuthikattu,&nbsp;Shierly Fok,&nbsp;Leora Goldbloom-Helzner,&nbsp;Matthew Curtis","doi":"10.1007/s43683-022-00066-3","DOIUrl":"https://doi.org/10.1007/s43683-022-00066-3","url":null,"abstract":"<p><p>Metacognitive skills can have enormous benefits for students within engineering courses. Unfortunately, these metacognitive skills tend to fall outside the content area of most courses, and consequently, they can often be neglected in instruction. In this context, previous research on concept mapping as a teaching strategy points to meaningful learning. The purpose of this innovation paper is to report an application of concept mapping (1) to facilitate metacognition steps in students, and (2) to identify the muddiest points students struggle with, during both in-person and online instruction of a problem-solving-based biomedical engineering course. This innovation article also looks at the usefulness of concept mapping through instructor and student perceptions and students' class performance. The entire concept mapping intervention was conducted during weeks 8-10 of the Spring 2019 in-person quarter and during weeks 3-4 and 8-10 of the Spring 2021 online quarter. The exercise involved concept mapping, explanation and discussion with peers, and answering structured reflection prompts. Each concept map activity was contextualized to the metacognitive knowledge domain of the revised Bloom's taxonomy. The average class performance was compared between students who completed concept mapping vs. those who did not, using a t-test and one-way ANOVA at alpha = 0.05 significance level followed by a Tukey HSD test. Students' concept maps and reported answers were analyzed qualitatively following the concept mapping intervention. During the Spring 2019 in-person quarter, 59.30% of students completed concept mapping with reflection, whereas 47.67% completed it in spring 2021 online instruction. A two-tailed, unpaired <i>t</i>-test indicated that concept mapping did not significantly enhance students' class performance (<i>p</i> > 0.05) within each of the in-person and online instructions. Peers' suggestions to students to improve concept maps revealed themes related to course concepts, prerequisite concepts, and the act of concept mapping itself. Concept mapping was effective in revealing the muddiest points of the course. Concept mapping did not significantly enhance students' class performance either in-person or online instruction (effect sizes were 0.29 for the 2019 in-person quarter and 0.33 for the 2021 online quarter). However, instructors and students' perceptions reflected that concept mapping facilitated metacognition in a problem-solving-based biomedical engineering course both during in-person and online instruction. Most students (78%) were optimistic about the usefulness of concept mapping for this course, and 84% were inclined to apply it for a variety of other courses.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s43683-022-00066-3.</p>","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":" ","pages":"281-303"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8923101/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40308278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Pull of Tissue Engineering: A STEM Outreach Program with a Modular Cyclic Stretch Device to Engage High School Students","authors":"Tugba Ozdemir, Erdal Şenocak, G. Gerber, Seçil Erden Tayhan, Justin L Brown","doi":"10.1007/s43683-021-00053-0","DOIUrl":"https://doi.org/10.1007/s43683-021-00053-0","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"16 1","pages":"31-39"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82285259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and Implementation of a Biometrics Device Design Project in an Introductory BME Course to Support Student Wellness.","authors":"Isabel Miller,&nbsp;Sara Lamer,&nbsp;Aidan Brougham-Cook,&nbsp;Karin J Jensen,&nbsp;Holly M Golecki","doi":"10.1007/s43683-021-00060-1","DOIUrl":"https://doi.org/10.1007/s43683-021-00060-1","url":null,"abstract":"<p><p>Mental health challenges have been rising across college campuses. To destigmatize wellness practices and promote student mental health, we present a novel technical project in an introductory bioengineering course that explores stress management techniques through physiology, biosensors, and design. We hypothesize that if students measure objective, physiologic impacts of stress management techniques on themselves, they may be more likely to realize the benefits and use those techniques when needed. Additionally, through this data-driven project, we aim to appeal to engineers' critical thinking nature. To support students in selecting stress management techniques for themselves, mindfulness is introduced and practiced in the course. Initial student feedback on the introduction of mindfulness into the classroom is positive. The COVID-19 pandemic has emphasized the need to focus on student wellbeing in addition to physical health. Integration of wellness into the core curriculum can normalize the use of these resources within engineering departments and colleges and equip students with stress management tools for their careers. Ultimately, this curricular development lays the groundwork for institutional enhancement of undergraduate STEM education by supporting student wellness through the engineering curriculum.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s43683-021-00060-1.</p>","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":" ","pages":"75-82"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8722750/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39679291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Citation Diversity Statement for Biomedical Engineering Education and other BMES Journals","authors":"A. Saterbak, A. Huang-Saad, B. Helmke","doi":"10.1007/s43683-021-00054-z","DOIUrl":"https://doi.org/10.1007/s43683-021-00054-z","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"172 1","pages":"243"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75999941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Novel Clinically Immersive Pre-doctoral Training Program for Engineering in Surgery and Intervention: Initial Realization and Preliminary Results","authors":"M. Miga, R. Labadie","doi":"10.1007/s43683-021-00051-2","DOIUrl":"https://doi.org/10.1007/s43683-021-00051-2","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"69 1","pages":"259-276"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80980643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Mixed Reality Presentation on STEM Engagement and Comprehension: A Pilot Study on Adult Scientists","authors":"P. Geller, Jay Stein, Daniel Du, Jason R. Webb, Zachary Lieberman, David Shreiber, B. Parekkadan","doi":"10.1007/s43683-021-00049-w","DOIUrl":"https://doi.org/10.1007/s43683-021-00049-w","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"2016 1","pages":"277-290"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86125146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Biomedical Technology Innovation Education and Its Effect on Graduate Student Careers Over 17 Years","authors":"Lyn Denend, S. Xu, Paul Yock, R. Venook","doi":"10.1007/s43683-021-00050-3","DOIUrl":"https://doi.org/10.1007/s43683-021-00050-3","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"16 1","pages":"291-300"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89205161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Near-Real-Time Learner Analysis and Faculty Support During a Transition to Online Education.","authors":"Todd Fernandez,&nbsp;Joe Le Doux,&nbsp;Essy Behravesh","doi":"10.1007/s43683-021-00047-y","DOIUrl":"https://doi.org/10.1007/s43683-021-00047-y","url":null,"abstract":"<p><p>The teaching tip described here relates to a department level initiative to gather and act on student experiences in real-time during the COVID-19 outbreak in the Spring 2020 semester. The survey was developed to be an ongoing, department level, data collection source that could capture, triage, and react to student's unique situations as they arose. This enabled us to coordinate across courses, follow-up and provide students and instructors assistance in real time, and also gather information that informed decision making for our summer online courses as well as our planning for the fall. In this teaching tips article we describe the opportunities and processes for using such a survey to identify and capture aspects of the students' lived experience that influences the effectiveness of curricular change. Doing so fills a need, especially when unexpected changes in learning environments are required, to employ concepts of learner analysis to understand and plan educational experiences for students, even when such experiences are in flux or the concepts are used informally.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s43683-021-00047-y.</p>","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"1 2","pages":"345-351"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s43683-021-00047-y","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25451475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creating a Virtual Biomechanics Camp that Emphasizes Socially Derived Learning Communities.","authors":"G R Burks,&nbsp;L C Hebert,&nbsp;J R Amos","doi":"10.1007/s43683-020-00007-y","DOIUrl":"https://doi.org/10.1007/s43683-020-00007-y","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"1 1","pages":"49-53"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s43683-020-00007-y","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39901857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving Biomedical Engineering Undergraduate Learning Through Use of Online Graduate Engineering Courses During the COVID-19 Pandemic.","authors":"Jessica E Nesmith,&nbsp;John W Hickey,&nbsp;Eileen Haase","doi":"10.1007/s43683-020-00041-w","DOIUrl":"https://doi.org/10.1007/s43683-020-00041-w","url":null,"abstract":"<p><p>In order to provide undergraduate students with a full, rich online learning experience we adapted pre-existing online content including graduate courses from Johns Hopkins University Engineering for Professionals (JHU EP) program. These online courses were designed using published methodologies and held to a high level of rigor of a Masters-level curriculum. Adapting pre-existing online course material enabled us to more rapidly adapt to the COVID-19 shutdown of in-person education. We adapted content to meet the majority of lab-based learning objectives rather than generating self-recorded lecture material and allowing us to focus faculty time on addressing student needs. Here we discuss benefits, challenges, and methods for replicating these courses, and lessons to be applied in future offerings from this experience.</p>","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"1 2","pages":"317-324"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s43683-020-00041-w","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25343842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}