Biomedical engineering education最新文献

{"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":null,"pages":null},"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":null,"pages":null},"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}

{"title":"Creation of a Novel Biomedical Engineering Research Course for Incarcerated Students.","authors":"Julie E Speer,&nbsp;Zain Clapacs","doi":"10.1007/s43683-022-00071-6","DOIUrl":"https://doi.org/10.1007/s43683-022-00071-6","url":null,"abstract":"<p><p>Options for incarcerated individuals to participate in higher education in prison programs (HEPPs) have expanded in recent years to include courses in science, technology, engineering, and mathematics, however these students remain an underserved population in the United States. Thus, there are opportunities to expand the available offerings, increase the diversity of coursework available by introducing subjects such as biomedical engineering (BME), and include cocurricular and extracurricular activities widely considered critical components of undergraduate training including research experiences. As such, a year-long program was developed to introduce students pursuing a bachelor's degree in an HEPP through an R1 institution to research principles in BME. This course introduced students to disciplines within BME, offered opportunities to gain research experience as knowledge-creators, and supported engagement with a scientific learning community. Using a student-centered approach, the course was designed to incorporate activities for reflection, goal setting, and dialogue among participants and sought to leverage students' funds of knowledge and areas of personal scientific interest. This course represents a transferable model for offering BME courses and research-centered opportunities to students enrolled in other HEPPs and an opportunity to promote equity and access in higher education.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s43683-022-00071-6.</p>","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9244394/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10275982","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":"Reflections on an E-Portfolio Assessment in a First-Year Physiology Course.","authors":"Cormac Oliver Flynn","doi":"10.1007/s43683-021-00058-9","DOIUrl":"https://doi.org/10.1007/s43683-021-00058-9","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8525854/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39554294","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":"Looking Back on Graduate BME Admissions Data: Lessons Learned and Implications for Holistic Review and Diversity.","authors":"Elaheh Rahbar,&nbsp;Franck Diaz-Garelli,&nbsp;Vincent M Wang,&nbsp;Pamela Vandevord,&nbsp;Ashley A Weaver","doi":"10.1007/s43683-022-00080-5","DOIUrl":"https://doi.org/10.1007/s43683-022-00080-5","url":null,"abstract":"<p><p>Graduate school applications in Biomedical Engineering (BME) are steadily rising, making competition stiffer, applications more complex, and reviews more resource intensive. Holistic reviews are being increasingly adopted to support increased diversity, equity, and inclusion in graduate student BME admissions, but which application metrics are the strongest predictors of admission and enrollment into BME programs remains unclear. In this perspectives article, we aim to shed light on some of the key predictors of student acceptance in graduate school. We share data from a three-year retrospective review of our own institution's graduate BME applications and admission rates and review the influence of grade point averages (GPA), standardized test scores (e.g., GRE), and prior research experience on graduate school admission rates. We also examine how the waiver of GRE requirements has changed the landscape of BME graduate applications in recent years. Finally, we discuss efforts taken by our institution and others to develop and implement holistic reviews of graduate applications that encourage students from underrepresented backgrounds to apply and successfully gain admission to graduate school. We share five key lessons we learned by performing the retrospective review and encourage other institutions to \"<i>self-reflect</i>\" and examine their historical graduate admissions data and past practices. Efforts aimed at engaging faculty to overcome their own implicit biases, engaging with underrepresented students in hands-on, research-intensive programs, and networking with diverse student populations have strong potential to enhance the diversity of BME graduate programs and our STEM workforce.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s43683-022-00080-5.</p>","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9275534/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40522096","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":"Addressing Test Anxiety Using Game-Based Assessment.","authors":"Victoria Bonefont,&nbsp;Burton Carbino,&nbsp;Rana Zakerzadeh","doi":"10.1007/s43683-022-00082-3","DOIUrl":"https://doi.org/10.1007/s43683-022-00082-3","url":null,"abstract":"<p><p>This paper identifies an opportunity to integrate gamification in undergraduate biomedical engineering (BME) classrooms to alleviate student test anxiety and promote student perception of their academic performance. Gamification is a popular educational strategy that does not appear to be widely explored or adopted in higher education, particularly in a BME setting. This study proposes methods for the development, implementation, and evaluation of academic games and provides concrete practices and detailed instruction in which games can be used as an alternative to a traditional exam to support student mental health. The reflection provides the feedback received from students which demonstrates a balanced view of using game-based activities for tests and evaluations, cautiously optimistic based on the initial positive attitude seen from students.</p>","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9274963/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40522097","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":"Promoting Inclusion Through a Peer Mentoring Program.","authors":"Olivia Thompson-Tinsley,&nbsp;Yawen Li","doi":"10.1007/s43683-022-00073-4","DOIUrl":"https://doi.org/10.1007/s43683-022-00073-4","url":null,"abstract":"<p><p>Various studies have shown the need for and importance of inclusion in an undergraduate student's campus experience, academic success and career development. The Biomedical Engineering (BME) Department organizes monthly department events, such as open house, internship and career workshops, Lunch and Learn with employers, and holiday parties. These events are always well received and help to connect and engage with the BME students. We have also noticed that many first-year students do not attend these events, which could negatively impact the retention and student academic progress. The COVID-19 pandemic has added further challenges especially for the first-year students to make connections and socialize as easily as prior to the pandemic. We started a BME peer mentoring program with the main goal to help incoming first-year students make a smooth transition from high school to college. Every student is assigned a BME mentor. The mentors are Biomedical Engineering Society (BMES) chapter officers and/or Biomedical Engineering Honor Society members. The mentors start email communication with the mentees in the summer. At the meet and greet in the first week of the fall semester, the BME Department office introduces expectations for the mentors and mentees, such as monthly one-on-one meetings, participation of at least one BMES and/or BME department events every month, and completion of end-of-semester surveys. It also provides essential support throughout the year to facilitate the program by providing mentor training, keeping an open-door policy to address any concerns from the mentors or mentees, channeling their need to other offices, and promoting the value of peer mentoring and learning. It is expected that the mentoring program will help build peer relationships between the mentors and mentees, encourage first-year students to progress towards their educational goals, and enrich their campus experience. The mentors will also benefit from the program with enhanced confidence, leadership and communication skills. We report in this article the process of implementing our peer mentoring program, major findings, student survey results, and lessons learned.</p>","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9196854/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40165270","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":"Learning Environments and Evidence-Based Practices in Bioengineering and Biomedical Engineering","authors":"K. Billiar, D. Gaver, K. Barbee, Anita Singh, J. DesJardins, Beth l. Pruitt, J. Tranquillo, G. Gaudette, B. Winkelstein, Lee Makowski, J. Amos, A. Saterbak, J. Ledoux, B. Helmke, Michele Grimm, P. Benkeser, LeAnn Dourte Segan, Bryan Pfister, David Meaney, T. Arinzeh, Susan S Margulies","doi":"10.1007/s43683-021-00062-z","DOIUrl":"https://doi.org/10.1007/s43683-021-00062-z","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72625981","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":"BME Career Exploration: Examining Students' Connection with the Field.","authors":"Cassandra Sue Ellen Jamison,&nbsp;Annie AnMeng Wang,&nbsp;Aileen Huang-Saad,&nbsp;Shanna R Daly,&nbsp;Lisa R Lattuca","doi":"10.1007/s43683-021-00059-8","DOIUrl":"https://doi.org/10.1007/s43683-021-00059-8","url":null,"abstract":"<p><p>A common perception of biomedical engineering (BME) undergraduates is that they struggle to find industry jobs upon graduation. While some statistics support this concern, students continue to pursue and persist through BME degrees. This persistence may relate to graduates' other career interests, though limited research examines where BME students go and why. Scholars are also pushing for research that examines engineering careers in a broader context, beyond traditional industry positions. This study adds to that conversation by asking: How do BME students describe their career interests and perceived job prospects in relation to why they pursue a BME degree? A qualitative study of BME students was performed at a public, R1 institution using semi-structured interviews at three timepoints across an academic year. An open coding data analysis approach explored careerperceptions of students nearing completion of a BME undergraduate degree. Findings indicated that students pursued a BME degree for reasons beyond BME career aspirations, most interestingly as a means to complete an engineering degree that they felt would have interesting enough content to keep them engaged. Participants also discussed the unique career-relevant skills they developed as a BME student, and the career-placement tradeoffs they associated with getting a BME undergraduate degree. Based on these results, we propose research that explores how students move through a BME degree into a career and how career-relevant competencies are communicated in job searches. Additionally, we suggest strategies for BME departments to consider for supporting students through the degree into a career.</p>","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8553099/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39838674","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 Do-It-Yourself Electrocardiogram.","authors":"Eileen Haase,&nbsp;Ryan O'Hara,&nbsp;Anil Maybhate","doi":"10.1007/s43683-021-00061-0","DOIUrl":"https://doi.org/10.1007/s43683-021-00061-0","url":null,"abstract":"<p><p>Hands-on labs are a critical component of biomedical engineering undergraduate education. Due to both the pandemic and the growing interest in online education, we developed a Do-it-yourself Electrocardiogram (DIY EKG) project. The Arduino-based DIY EKG kit instructed students how to build a circuit to obtain their own EKG and then analyze their EKG data using Matlab. Despite the obstacles of virtually trouble-shooting, 85.4% of students (<i>n</i> = 103) were able to obtain their own EKG at home. We have provided the labelled circuit drawings, step-by-step instructions, Matlab files, and results in this paper. Survey results indicate that 89% of students felt the DIY EKG project was a \"challenging yet fulfilling experience.\"</p><p><strong>Supplementary information: </strong>The online version of this article contains supplementary material available 10.1007/s43683-021-00061-0.</p>","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8821786/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39915962","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}