Biomedical engineering education最新文献

{"title":"Problem-Based Learning Impacts Students’ Reported Learning and Confidence in an Undergraduate Biomedical Engineering Course","authors":"James Long, Evan Dragich, A. Saterbak","doi":"10.1007/s43683-022-00067-2","DOIUrl":"https://doi.org/10.1007/s43683-022-00067-2","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"27 1","pages":"209-232"},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88368333","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":"Building a Sense of Community Online: Rapport Building Activities for a Remote Learning Environment","authors":"Shelly Gulati","doi":"10.1007/s43683-022-00068-1","DOIUrl":"https://doi.org/10.1007/s43683-022-00068-1","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"7 1","pages":"331 - 336"},"PeriodicalIF":0.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81129984","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":"Discussion-Based DEI Education to Help Create Inclusive and Open BME Research Lab Environments","authors":"Ritika Naiknavare, K. Maisel","doi":"10.1007/s43683-022-00074-3","DOIUrl":"https://doi.org/10.1007/s43683-022-00074-3","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"95 1","pages":"189-195"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72884670","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":"Systematic Application of Extreme-User Experiences: Impact on the Outcomes of an Undergraduate Medical Device Design Module","authors":"Sujithra Raviselvam, K. Subburaj, Katja Hölttä-Otto, K. Wood","doi":"10.1007/s43683-022-00065-4","DOIUrl":"https://doi.org/10.1007/s43683-022-00065-4","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"25 1","pages":"233-252"},"PeriodicalIF":0.0,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75256460","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":"Creating Social Value via Undergraduate Design Thinking Course with K-12 STEM Education Outreach in Various Community Settings","authors":"Elaissa Hardy, Sara Ivey Fulmer, J. L. Le Doux, Wilbur A. Lam","doi":"10.1007/s43683-022-00064-5","DOIUrl":"https://doi.org/10.1007/s43683-022-00064-5","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"9 1","pages":"253-263"},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74027707","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":"Process for Faculty-Driven, Data-Informed Curriculum Continuity Review in Biomedical Engineering","authors":"Charles W. Patrick, James Machek, R. Avazmohammadi, D. Alge, Charles W. Peak, Michael McShane","doi":"10.1007/s43683-021-00063-y","DOIUrl":"https://doi.org/10.1007/s43683-021-00063-y","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"62 1","pages":"265-280"},"PeriodicalIF":0.0,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90862956","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":"Adapting a Human Physiology Teaching Laboratory to the At-Home Education Setting.","authors":"Victor Ong,&nbsp;Stanley Yamashiro","doi":"10.1007/s43683-021-00055-y","DOIUrl":"https://doi.org/10.1007/s43683-021-00055-y","url":null,"abstract":"<p><p>Teaching labs at the undergraduate level poses unique challenges to a school system forced online by COVID-19. We adapted physiology laboratories typically taught in-person to an online-only format, allowing students to measure personal health data alone. Students used available technology and low-cost devices for measuring respiratory and cardiovascular parameters and analyzed the data for differences in testing conditions such as posture and exertion. Students did not physically interact, which encouraged self-directed learning but disallowed peer-to-peer education. Pre-recorded data was utilized for ECG measurements, which streamlined the process but precluded the interactive act of experimentation. The use of low-cost devices empowered and encouraged students to take ownership of their health and form important connections between their own lives and theoretical physiology. Facilitating communication and TA preparedness is key to smoothly running the virtual lab. It will be important for future virtual labs to be designed to facilitate student interaction, include hands-on experimentation, and encourage personal investigation.</p>","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":" ","pages":"91-97"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s43683-021-00055-y","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39223204","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":"Teaching Material Testing and Characterization with an Open, Accessible, and Affordable Mechanical Test Device","authors":"G. Sugerman, M. Rausch","doi":"10.1007/s43683-021-00056-x","DOIUrl":"https://doi.org/10.1007/s43683-021-00056-x","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"10 1","pages":"69-74"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77950383","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":"Applying Research-Based Teaching Strategies in a Biomedical Engineering Programming Course: Introduction to Computer Aided Diagnosis.","authors":"R Rosario,&nbsp;S E Hopper,&nbsp;A Huang-Saad","doi":"10.1007/s43683-021-00057-w","DOIUrl":"https://doi.org/10.1007/s43683-021-00057-w","url":null,"abstract":"<p><p>There are increasing calls for the use of research-based teaching strategies to improve engagement and learning in engineering. In this innovation paper, we detail the application of research-based teaching strategies in a computer programming focused biomedical engineering module. This four-week, one-credit undergraduate biomedical engineering (BME) programming-based image processing module consisted of a blend of lectures, active learning exercises, guided labs, and a final project. Students completed surveys and generated concept maps at three time points in the module (pre, mid, and post) to document the impact of integrating research-based teaching strategies. Students demonstrated a significant (<i>p</i> < 0.05) increase in conceptual knowledge, confidence with material, and belief in the usefulness of material from the beginning to end of the module. Students also had high (>  4 out of 5) perceptions of gains in knowledge and attitudes toward instructor support. Overall, the novel design utilized multiple research-based pedagogies and increased students' conceptual knowledge, self-efficacy, and perceived usefulness of material. The proposed design is an example of how multiple research-based instructional strategies can be integrated into an undergraduate biomedical engineering course.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s43683-021-00057-w.</p>","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"2 1","pages":"41-59"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8547575/pdf/43683_2021_Article_57.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10204153","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":"Fostering Community and Inclusion in a Team-Based Hybrid Bioengineering Lab Course.","authors":"Alyssa C Taylor, Jamie L Hernandez","doi":"10.1007/s43683-022-00081-4","DOIUrl":"10.1007/s43683-022-00081-4","url":null,"abstract":"<p><p>As cornerstones of biomedical engineering and bioengineering undergraduate programs, hands-on laboratory experiences promote key skill development and student engagement. Lab courses often involve team-based activities and close communication with instructors, allowing students to build connection and community. Necessitated by the pandemic, changes to class delivery format presented unprecedented challenges to student inclusion and engagement, especially for students from underrepresented minority backgrounds. Here, we present a multi-faceted approach for fostering inclusion and community-building in a hybrid bioengineering laboratory course. A basis for this project was an approach for team-based project work which allowed students to have hands-on experience in the lab and collaborate extensively with peers, while abiding by social distancing guidelines. Members of each student team worked together remotely and synchronously on a project. One team member executed the hands-on portion of each lab activity and the remote student(s) engaged in the project via online communication. The hybrid lab course was supplemented with interventions to further promote inclusivity and community, including instructor modeling on inclusion, team-based course content, attention to lab session logistics, and instructor communication. Students responded positively, as indicated by the median ratings in course evaluations for the four lab sections in the following categories concerning course climate (using a 5.0 scale): their overall comfort with the climate of the course (4.8 to 5.0), feeling valued and respected by lab instructor (4.8 to 5.0) and their peers (4.8 to 5.0), peers helping each other succeed in the course (4.5 to 5.0), and the degree to which the experience in the course contributed to their sense of belonging in engineering (4.2 to 5.0). When asked to describe aspects of the class that contributed to inclusivity towards differences, students cited a collaborative environment, course content on implicit bias and inclusivity, and an approachable teaching team. Overall, our approach was effective in fostering a sense of community and inclusion. We anticipate many of these initiatives can transcend instructional format to positively impact future lab course offerings, irrespective of modality.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s43683-022-00081-4.</p>","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":" ","pages":"141-150"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9274962/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40522010","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}