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Developing and assessing curriculum on the physics of medical instruments
Warren Christensen1, James K Johnson, Grace R Van Ness
1Department of Physics and School of Education, North Dakota State University, Fargo, ND 58108, USA. warren.christensen@ndsu.edu
CBE Life Sciences Education
|June 6, 2013
Summary
This study developed physics in biomedicine course activities for biology students, using medical equipment to teach light and spectroscopy. Initial results show improved understanding in some areas and positive shifts in student attitudes toward science.
Area of Science:
- Biophysics
- Medical Physics
- Physics Education
Background:
- Undergraduate science curricula often lack authentic biological and medical problems.
- Connecting fundamental physics concepts to biomedical applications presents an educational challenge.
Purpose of the Study:
- To develop and assess educational modules linking fundamental physics concepts to biomedical applications.
- To enhance undergraduate biology and pre-health students' understanding of physics through biologically relevant contexts.
Main Methods:
- Designed elective course activities focusing on light, spectroscopy, and atomic energy levels.
- Integrated hands-on exercises using actual medical equipment (e.g., microscopes, lasers).
- Assessed student conceptual understanding of physics principles and their attitudes toward science.
Main Results:
- Students showed improved conceptual understanding in specific areas of light and spectroscopy.
- Gains in understanding were not uniform across all topics assessed.
- A positive shift in student attitudes towards learning science was observed.
Conclusions:
- Physics in Biomedicine course activities effectively link physics to biological and medical contexts.
- Further development is needed to optimize learning gains across all topics.
- The approach shows promise for integration into broader life sciences curricula.
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