Promoting Self-Efficacy of Biomedical Engineering Undergraduate Students Using a Deliberately Designed Nanomedicine...

Biomedical engineering students often have limited exposure to authentic laboratory research early in their academic programs, which can impact their understanding of professional practice and reduce confidence in their ability to participate meaningfully in research. Common barriers to undergraduate research including time commitments, prerequisite training, and uncertainty about expectations can disproportionately limit early engagement, particularly for first-year students.

To address this challenge, we developed and implemented a nanomedicine-focused workshop series designed to provide early, low-stakes laboratory exposure for first-year BME students. The series consisted of three approximately two-hour workshops that combined brief conceptual introductions with guided, hands-on activities centered on lipid-based nanoparticles. Students synthesized fluorescent liposomes, purified and characterized the formulations, and examined liposome-cell interactions using fluorescence microscopy. The workshops were intentionally scaffolded and time-limited to lower barriers to participation while supporting the development of core laboratory skills, self-efficacy, and research identity.

Following participation in the workshop series, students demonstrated increased confidence in performing laboratory tasks and stronger identification as researchers. These outcomes suggest that short, structured laboratory experiences can serve as a practical and scalable mechanism for supporting early research readiness and professional practice skill development. Collectively, this work highlights the potential for brief, authentic lab experiences to complement traditional curricula and promote confidence, engagement, and early professional formation in biomedical engineering students.