Search research articles

Search research articles

Related Experiment Videos

Teaching for adaptive expertise in biomedical engineering ethics.

Taylor Martin¹, Karen Rayne, Nate J Kemp

¹Department of Curriculum and Instruction, University of Texas, Austin 78712-0379, USA. taylormartin@mail.utexas.edu

Science and Engineering Ethics

|May 27, 2005

Summary

This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Fixing Work, Not Workers: Leveraging Artificial Intelligence to Combat Burnout in Canadian Healthcare.

Healthcare management forum·2026

Same author

Nutrition for Otolaryngologists.

Otolaryngologic clinics of North America·2025

Same author

A Multi-Institutional Evaluation of Billing for Tobacco-Cessation Services: Opportunities to Improve Quality and Enhance Revenue Capture.

AJPM focus·2025

Same author

Merkel cell carcinoma disguised as a ganglion cyst in a pianist: Oncologic management and functional reconstruction.

JAAD case reports·2024

Same author

Impact of Anchoring on Acne Treatment Preference.

Journal of cutaneous medicine and surgery·2024

Same author

Porphyrin-fused graphene nanoribbons.

Nature chemistry·2024

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Teaching bioengineering ethics using the How People Learn (HPL) framework fosters adaptive expertise. Students instructed with HPL were better prepared for novel ethical dilemmas in stem cell research compared to traditional methods.

Area of Science:

Bioengineering Ethics Education
Educational Frameworks
STEM Pedagogy

Background:

Bioengineering ethics education requires preparing students for evolving professional landscapes.
Traditional lecture-based methods may not adequately foster adaptive expertise.
The How People Learn (HPL) framework offers a promising alternative for complex skill development.

Purpose of the Study:

To evaluate the effectiveness of the How People Learn (HPL) framework in teaching bioengineering ethics.
To compare HPL-based instruction with traditional lecture sequences for stem cell research ethics.
To assess the development of adaptive expertise in undergraduate bioengineering students.

Main Methods:

Comparison of two instructional approaches: HPL framework versus standard lecture.

Related Experiment Videos

Undergraduate bioengineering students as participants.

Assessment of learning outcomes related to factual knowledge and adaptive expertise in novel ethical scenarios.

Main Results:

Both HPL and traditional lecture groups demonstrated equal mastery of factual content.
Students trained using the HPL framework showed superior preparedness for novel ethical situations.
HPL instruction effectively enhanced adaptive expertise in bioengineering ethics.

Conclusions:

The How People Learn (HPL) framework is a highly effective pedagogical approach for bioengineering ethics education.
HPL promotes adaptive expertise, crucial for navigating future uncertainties in bioengineering.
Educational strategies should prioritize developing adaptive expertise over routine knowledge acquisition.