Integrating Active Learning, Case Studies, Cytotoxicity Testing, and Ethical Considerations in Biomaterials Education: A Novel Approach

Shivaun D Archer; Mridusmita Saikia

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Biomedical Engineering Division (BED) Technical Session 3
Tagged Division: Biomedical Engineering Division (BED)
Permanent URL: https://strategy.asee.org/47642

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Paper Authors

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Shivaun D Archer Cornell University orcid.org/0000-0002-1597-7864

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Shivaun Archer is the John and Janet Swanson Senior Lecturer in the Meinig School of Biomedical Engineering at Cornell University and a Faculty Teaching Fellow in the James McCormick Family Teaching Excellence Institute (MTEI). She teaches lab courses covering nanobiotechnology, cellular, molecular, and tissue engineering, as well as physiology.

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Mridusmita Saikia Cornell University orcid.org/0000-0002-5848-3303

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Dr. Mridusmita Saikia is a Lecturer at the Meinig School of Biomedical Engineering (BME), Cornell university. She is an interdisciplinary scientist with expertise in biochemistry, molecular biology, and genomics. Dr. Saikia completed her PhD at the University of Chicago, where she developed quantitative and high throughput biochemical assays to analyze RNA modification levels in biological systems. Her work was supported by a fellowship from the Burroughs-Wellcome Trust. Following her PhD, Dr. Saikia conducted postdoctoral research at Case Western Reserve University and Cornell University. Dr. Saikia used single cell RNA sequencing technology to study human immune cell function, as well as human pancreatic beta cell pathology that can lead to diabetes. At Cornell BME, Dr. Saikia teaches courses in the fields of Biomaterials and Drug Delivery (BMDD), and Molecular, Cellular, and Systems Engineering (MCSE). As part of her engineering education research, Dr. Saikia is studying the role of active learning and case-based learning in biomedical engineering.

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Abstract

This study presents a new active learning approach designed to enhance the educational experience in a biomaterials class through the incorporation of device case studies, a cytotoxicity testing experiment, and ethical considerations. Traditional biomaterials courses often lack hands-on experiences that bridge theoretical knowledge with practical application, limiting students' ability to grasp the real-world implications of their studies. To address this gap, we implemented a multifaceted pedagogical strategy that integrates active learning principles, laboratory experimentation, and ethical discourse. The active learning modules were centered around case studies of biomedical devices and a cytotoxicity testing experiment. The case studies approach was to have the students address a given set of questions about material selection, device design and testing of a medical device with recommendations for improvement. Active learning activities were incorporated into the class to help students to address these questions. For example, a question about mechanical properties of polymers used in blood bags or IUDS, was addressed by engaging in-class group literature survey. A question about the biocompatibility of materials used in medical devices, was addressed through the design and execution of a laboratory experiment. The lab experimentation provided students with a hands-on opportunity to assess the biological impact of various biomaterials. Through this experiment, students gained practical skills in experimental design, data analysis, and interpretation, fostering a deeper understanding of biomaterials beyond theoretical concepts. The inclusion of ethical considerations in the biomaterial curriculum was addressed through a debate. This encouraged students to reflect on the societal implications of biomaterials research, fostering a sense of responsibility and ethical awareness among future practitioners. The study employed both qualitative and quantitative assessment methods, including pre- and post-module surveys, and academic performance evaluations. The survey instrument captured students' self-assessment of their knowledge of medical device fundamentals, device design and device testing at the beginning and at the end of the course. The survey instrument also captured students’ perceptions toward the various active learning components introduced into the course. All surveys included a 5-point Likert scale. Results indicated a significant improvement in students' confidence, engagement, and understanding of biomaterials concepts. Surveys also show that out of the four types of active learning strategies introduced, three were highly successful. Majority of students either agree or strongly agree that the case study component (88%), lab component (88%), and the Ethics debate (78%) played an important role in their learning process. 52% of the students found the literature survey activity useful. Additionally, the final reports highlighted the positive impact of the ethical discussions on students' awareness of the broader implications of biomaterials research. This innovative educational approach contributes to the ongoing discourse on effective teaching methods in biomaterials education and provides a blueprint for educators seeking to enhance student learning outcomes. The integration of active learning, laboratory experimentation, and ethical considerations not only enriches the educational experience but also prepares students for the complex ethical landscape they will encounter in the field of biomaterials.

Citation
Format

Archer, S. D., & Saikia, M. (2024, June), Integrating Active Learning, Case Studies, Cytotoxicity Testing, and Ethical Considerations in Biomaterials Education: A Novel Approach Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://strategy.asee.org/47642

TY  - CPAPER
AB  - This study presents a new active learning approach designed to enhance the educational experience in a biomaterials class through the incorporation of device case studies, a cytotoxicity testing experiment, and ethical considerations. Traditional biomaterials courses often lack hands-on experiences that bridge theoretical knowledge with practical application, limiting students&#39; ability to grasp the real-world implications of their studies. To address this gap, we implemented a multifaceted pedagogical strategy that integrates active learning principles, laboratory experimentation, and ethical discourse.
The active learning modules were centered around case studies of biomedical devices and a cytotoxicity testing experiment. The case studies approach was to have the students address a given set of questions about material selection, device design and testing of a medical device with recommendations for improvement. Active learning activities were incorporated into the class to help students to address these questions. For example, a question about mechanical properties of polymers used in blood bags or IUDS, was addressed by engaging in-class group literature survey. A question about the biocompatibility of materials used in medical devices, was addressed through the design and execution of a laboratory experiment. The lab experimentation provided students with a hands-on opportunity to assess the biological impact of various biomaterials. Through this experiment, students gained practical skills in experimental design, data analysis, and interpretation, fostering a deeper understanding of biomaterials beyond theoretical concepts. The inclusion of ethical considerations in the biomaterial curriculum was addressed through a debate. This encouraged students to reflect on the societal implications of biomaterials research, fostering a sense of responsibility and ethical awareness among future practitioners.
The study employed both qualitative and quantitative assessment methods, including pre- and post-module surveys, and academic performance evaluations. The survey instrument captured students&#39; self-assessment of their knowledge of medical device fundamentals, device design and device testing at the beginning and at the end of the course. The survey instrument also captured students’ perceptions toward the various active learning components introduced into the course. All surveys included a 5-point Likert scale. Results indicated a significant improvement in students&#39; confidence, engagement, and understanding of biomaterials concepts. Surveys also show that out of the four types of active learning strategies introduced, three were highly successful. Majority of students either agree or strongly agree that the case study component (88%), lab component (88%), and the Ethics debate (78%) played an important role in their learning process. 52% of the students found the literature survey activity useful. Additionally, the final reports highlighted the positive impact of the ethical discussions on students&#39; awareness of the broader implications of biomaterials research.
This innovative educational approach contributes to the ongoing discourse on effective teaching methods in biomaterials education and provides a blueprint for educators seeking to enhance student learning outcomes. The integration of active learning, laboratory experimentation, and ethical considerations not only enriches the educational experience but also prepares students for the complex ethical landscape they will encounter in the field of biomaterials. 

AU  - Shivaun D Archer
AU  - Mridusmita Saikia
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Integrating Active Learning, Case Studies, Cytotoxicity Testing, and Ethical Considerations in Biomaterials Education: A Novel Approach
UR  - https://strategy.asee.org/47642
ER  -