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Updated: Jun 26, 2025

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
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在生物仪器化混合课程中实施基于挑战的学习体验.

Alejandro Santos-Díaz1, Luis Montesinos2,3, María Barrera-Esparza4,5

  • 1School of Engineering and Sciences, Tecnologico de Monterrey, Mexico City, Mexico. alejandro.santos@tec.mx.

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|May 9, 2024
PubMed
概括
此摘要是机器生成的。

在COVID-19大流行期间,基于挑战的学习 (CBL) 增强了本科生物仪器教育. 学生报告了积极的学习经验和技能发展,尽管在这个生物医学工程课程增加了教师的努力.

关键词:
生物仪器化是一种生物仪器化.生物医学工程 生物医学工程基于挑战的学习是基于挑战的学习.教育创新教育创新高等教育 高等教育

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科学领域:

  • 生物医学工程教育教育 生物医学工程教育
  • 生物仪器化课程设计 课程设计
  • 教育技术整合教育技术整合

背景情况:

  • 生物仪器对生物医学工程 (BME) 本科教育和行业准备工作至关重要.
  • 实践经验对于BME学生的准备,参与和职业发展至关重要.
  • 在COVID-19大流行期间,基于挑战的学习 (CBL) 在混合本科生物仪器课程中实施.

研究的目的:

  • 描述基于挑战的学习 (CBL) 在本科生物仪器课程中的实施.
  • 在COVID-19大流行期间,评估CBL在混合学习环境中的有效性.
  • 通过CBL评估学生的学习经验和技能发展.

主要方法:

  • 蒙特雷科技大学第三年生物仪器课程采用了混合学习方法.
  • 在两个部分的39名学生在14个团队中进行了在线和面对面的活动.
  • 学生设计,原型,并测试了使用CBL进行放射治疗的呼吸或心脏门装置.

主要成果:

  • 学生的调查表明,他们强烈同意这门课程培养了新的概念和技能.
  • 对于学生与讲师的互动,尽管采用了混合格式,但对学生与讲师的互动给予了积极评价.
  • 学生们普遍认为他们的学习经验是积极的,尽管实施需要大量的教师时间.

结论:

  • 基于挑战的学习 (CBL) 为改善BME教育提供了一个有效的模型.
  • 这种方法增强了学生的学习经验,即使资源效率降低.
  • 学生的积极表现和工业合作伙伴的反支持CBL在生物仪器化中的有效性.