Implementing a challenge-based learning experience in a bioinstrumentation blended course.

Area of Science:

• Biomedical Engineering Education
• Bioinstrumentation Curriculum Design
• Educational Technology Integration

Background:

• Bioinstrumentation is critical for biomedical engineering (BME) undergraduate education and industry readiness.
• Hands-on experiences are vital for BME student preparedness, engagement, and career development.
• Challenge-based learning (CBL) was implemented in a blended undergraduate bioinstrumentation course during the COVID-19 pandemic.

Purpose of the Study:

• To describe the implementation of challenge-based learning (CBL) in an undergraduate bioinstrumentation course.
• To evaluate the effectiveness of CBL in a blended learning environment during the COVID-19 pandemic.
• To assess student learning experiences and skill development through CBL.

Main Methods:

• A third-year bioinstrumentation course at Tecnologico de Monterrey utilized a blended learning approach.
• Thirty-nine students in two sections worked in fourteen teams on online and in-person activities.
• Students designed, prototyped, and tested respiratory or cardiac gating devices for radiotherapy using CBL.

Main Results:

• Student surveys indicated strong agreement that the course fostered new concepts and skills.
• Positive ratings were given for student-lecturer interaction despite the blended format.
• Students generally assessed their learning experience positively, though implementation required significant faculty time.

Conclusions:

• Challenge-based learning (CBL) offers an effective model for improving BME education.
• This approach enhances student learning experiences, even with reduced resource efficiency.
• Positive student performance and industrial partner feedback support the efficacy of CBL in bioinstrumentation.