Conference Session

Instructional Methods and Tools in BME

Collection

2008 Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Tracy Volz, Rice University

Tagged Divisions

Biomedical

Critiquing Skills in a Bioengineering LaboratoryAbstractDeveloped at UCLA, Calibrated Peer Review™ (CPR) is a web-based tool developed to helpstudents improve their technical writing and critiquing skills. In 2006 and 2007 we used CPR inan upper-level tissue culture laboratory course in which students conduct viability, attachment,and proliferation assays using fibroblast cells. After completing their experiments, students usePowerPoint to construct a technical poster that illustrates their experimental methods, results, andconclusions.For the CPR component of the assignment, students first evaluate three sample posters suppliedby the instructor to calibrate their critiquing skills. After this step, students conduct a blindreview of three peers

Conference Session

Unique Student Opportunities in BME

Collection

2008 Annual Conference & Exposition

Authors

Steven Abramowitch, University of Pittsburgh; Mark Redfern, University of Pittsburgh; Richard Debski, University of Pittsburgh; Alejandro Almarza, University of Pittsburgh; Harvey Borovetz, University of Pittsburgh; Savio Woo, University of Pittsburgh

Tagged Divisions

Biomedical

points with their own presentation and the feedback that they received from theirpeers.For the midterm exam, students deliver a 10 minute presentation describing the background,specific goals, study design and methods for their project. Following the presentation, eachpresenter must answer a minimum of 3 questions that are asked by their peers. Again, byallowing their peers to ask questions, the students can better understand where their presentationmight have lacked clarity and/or identify areas of confusion.The next set of lectures provides specific instruction on writing a scientific paper. Followingthese lectures students are grouped into teams of 4 and asked to critique and grade anonymouspapers that had been previously written by students

Conference Session

Unique Student Opportunities in BME

Collection

2008 Annual Conference & Exposition

Authors

Robert Linsenmeier, Northwestern University; Jean Alley, Vanderbilt University; Penny Hirsch, Northwestern University; Stacy Klein-Gardner; Julie Greenberg, Massachusetts Institute of Technology; Mark Bourgeois, Northwestern University

Tagged Divisions

Biomedical

through videoconferencing, on their research results and lessons learned from the summer.Students received group instructions and feedback in our weekly teleconferences, but theyreceived individual coaching on slide design and all written work through in-person or onlineconferences. They also did peer editing. Thus, students were able to revise their communicationdeliverables and see how communication improves if one approaches it as a process. In addition,since students knew they would be making final presentations to a larger audience at the end ofthe summer as well as submitting reports to VaNTH, they were writing to real audiences – andthus engaging in the authentic “challenge-based” or “problem-based” instruction that VaNTHadvocates because

Conference Session

Design in the BME Curriculum

Collection

2008 Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University; Donna Ebenstein, Bucknell University; James Baish, Bucknell University; William King, Bucknell University; Daniel Cavanagh, Bucknell University

Tagged Divisions

Biomedical

process, the students meet with their faculty advisor to gain an additionalperspective on the possible design problems. The students are ultimately responsible forselecting the design problem with input from the team’s external mentor and facultyadvisor.Following identification of a problem, students are required to write a concise writtenproblem statement with no mention or implication of a solution. Although students sharetheir problem statement with their advisor and mentor, and will receive feedback, it is upto the students to refine the statement as the project progresses.Users and Device SpecificationsBased upon the problem definition, the students develop a list of potential users andspecifications that any proposed solution must satisfy

Conference Session

Instructional Methods and Tools in BME

Collection

2008 Annual Conference & Exposition

Authors

Mia Markey, University of Texas at Austin; Kathy Schmidt, University of Texas at Austin

Tagged Divisions

Biomedical

access the staff information of the course 25 Website. 20 15 10 5 0 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 Staff Information: Number of AccessesIn addition to BlackBoard® usage data, we analyzed student survey data regarding issuesassociated instructional technologies such as frequency of use, comfort in use, communicationwith instructors, communication with peers, knowledge of course deadlines and requirements,review of course materials