Experiential Learning in a Biomedical Device Engineering Course: Proposal Development and Raw Research Data-Based...

Area of Science:

• Biomedical Engineering Education
• Miniaturized Device Design
• Interdisciplinary Training

Background:

• Biomedical engineers require cross-disciplinary knowledge and technical skills for complex challenges.
• Traditional curricula may not adequately prepare engineers for interdisciplinary research and development.
• Novel teaching approaches are needed to foster these essential competencies.

Purpose of the Study:

• To describe a graduate-level course in miniaturized biomedical device engineering.
• To evaluate the course's effectiveness in various instructional formats (in-person, remote, hybrid).
• To assess the transferability of course elements to remote learning environments.

Main Methods:

• Implementation of a graduate-level course focused on miniaturized biomedical device engineering.
• Integration of experiential learning: NIH-style proposal development and technical assignments using raw data.
• Assessment of learning outcomes using pre-/post-course concept inventory surveys and course evaluations.
• Statistical analysis comparing student performance across in-person, remote, and hybrid formats.

Main Results:

• The course effectively improved students' understanding and achievement of learning objectives, as evidenced by pre-/post-course survey score increases.
• No significant differences in learning gains were observed between in-person, remote, and hybrid instruction formats.
• The course's teaching elements demonstrated high transferability to remote learning settings.

Conclusions:

• The described graduate course successfully trains biomedical engineers in miniaturized device engineering.
• Experiential learning components are effective regardless of the instructional format.
• The course design facilitates effective remote and hybrid learning, preparing engineers for interdisciplinary challenges.