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Applying Research-Based Teaching Strategies in a Biomedical Engineering Programming Course: Introduction to Computer
R Rosario1, T S Hopper2, A Huang-Saad2,3
1Mechanical Engineering, University of Michigan, Ann Arbor, MI USA.
Biomedical Engineering Education
|November 1, 2021
Summary
This study integrated research-based teaching strategies into an undergraduate biomedical engineering programming module. The approach significantly improved students' conceptual knowledge, confidence, and belief in the material's usefulness.
Area of Science:
- Biomedical Engineering Education
- Computer Programming Pedagogy
- Undergraduate STEM Education
Background:
- Increasing demand for research-based teaching strategies in engineering education.
- Need to enhance student engagement and learning outcomes in technical modules.
- Focus on improving pedagogical approaches in biomedical engineering (BME) programming courses.
Purpose of the Study:
- To detail the application of research-based teaching strategies in a BME programming module.
- To assess the impact of these strategies on student learning, confidence, and attitudes.
- To provide a model for integrating diverse pedagogical methods in undergraduate BME courses.
Main Methods:
- Implementation of a four-week, one-credit undergraduate BME programming module focused on image processing.
- Integration of lectures, active learning exercises, guided labs, and a final project.
- Utilized student surveys and concept maps at pre, mid, and post module points to collect data.
Main Results:
- Significant increases (p < 0.05) in students' conceptual knowledge, confidence, and perceived usefulness of the material.
- High student perceptions ( > 4 out of 5) of knowledge gains and positive attitudes toward instructor support.
- Demonstrated effectiveness of a novel design integrating multiple research-based pedagogies.
Conclusions:
- The integrated research-based teaching strategies successfully enhanced student conceptual knowledge and self-efficacy.
- The module design fostered increased student confidence and a stronger belief in the material's practical application.
- This approach serves as a valuable example for implementing effective pedagogical strategies in undergraduate biomedical engineering education.
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