June 26, 2011
June 26, 2011
June 29, 2011
22.404.1 - 22.404.10
Cross-Disciplinary Biomedical Engineering Laboratories and Assessment of their Impact on Student LearningAbstract:Three cross-disciplinary team-based laboratory courses were introduced into a biomedicalengineering curriculum to enhance student understanding of the interdependence of theengineering topics and biomedical science. The three cross-disciplinary laboratories include thefollowing: 1. Physiology/Biosystems--students use concepts learned in signals and systems and apply them to physiologically relevant systems 2. Physiology/Biotransport--students apply concepts in fluid mechanics and biophysical transport to physiological systems 3. Biomechanics/Biomaterials--students apply concepts learned in statics, dynamics, strength of materials, chemistry, statistics and biological systems to analyze and evaluate medical devicesA major challenge for the faculty is the assessment of student understanding and retention of thematerials and judging if there has been an improvement as a result in the change in thecurriculum i.e. was the curriculum effective? The method chosen was to, wherever possible,employ previously developed concept inventory assessment tools, assess students from both theprior and the new curriculum, and draw inference from the results. It is expected that theconcept inventory assessment tools will provide a reasonable assessment of the students’ abilityto apply the concepts introduced in the new laboratory exercises. Students from curricula withand without the cross-disciplinary labs will be tested to compare their integrated understandingof engineering and life science topics.At the beginning of the fall term in 2010, an assessment exam was taken by senior BME studentsfrom a curriculum that did not include cross-disciplinary laboratories. A subsequent conceptassessment exam will be administered to BME students who have completed the cross-disciplinary laboratory classes. The results will be analyzed using appropriate statistical tests todetermine if there was a change in the students’ skills as a result of the experience. The facultyexpects to see statistically significant increases in student ability to solve multi-disciplinaryproblems, as well as problems within the realms of the individual disciplines.
Gassert, J. D., & Lamack, J. A., & Imas, O., & Fennigkoh, L., & Schlick, N., & Tritt, C. S., & Gerrits, R. (2011, June), Cross-Disciplinary Biomedical Engineering Laboratories and Assessment of their Impact on Student Learning Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17685
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