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Design principles for problem-driven learning laboratories in biomedical engineering education.

Wendy C Newstetter1, Essy Behravesh, Nancy J Nersessian

  • 1Department of Biomedical Engineering, Georgia Institute of Technology, Atlanta, GA, USA. wendy.newstetter@bme.gatech.edu

Annals of Biomedical Engineering
|May 19, 2010
PubMed
Summary
This summary is machine-generated.

Translating research lab findings into educational curricula improved student learning. A problem-driven approach in undergraduate physiology labs led to greater gains than a technique-driven one.

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Area of Science:

  • Biomedical Engineering Education
  • Physiology Education
  • Translational Research in Education

Background:

  • University research laboratories provide authentic learning environments.
  • Translating in vivo research findings to in vitro educational settings can enhance curriculum design.
  • Current educational models may not fully approximate industry and academic practices.

Purpose of the Study:

  • To present a translational model for curricular design in biomedical engineering.
  • To redesign an undergraduate systems physiology lab using principles derived from research laboratories.
  • To evaluate the impact of a problem-driven approach versus a technique-driven approach on student learning outcomes.

Main Methods:

  • A translational model was developed, linking university research (in vivo) to educational (in vitro) lab design.
  • An undergraduate systems physiology lab was redesigned based on this model.
  • A comparative study evaluated a problem-driven approach against a technique-driven approach.

Main Results:

  • Students in the redesigned, problem-driven physiology lab demonstrated increased learning gains.
  • The problem-driven approach was effective even with complex, ill-structured problems.
  • Significant differences in learning outcomes were observed between the experimental and control sections.

Conclusions:

  • A translational model can effectively inform the design of authentic educational laboratory experiences.
  • Problem-driven learning approaches enhance student learning in undergraduate physiology.
  • There is a need for educational models that better reflect real-world scientific practices.