New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Pre-College Engineering Education Division
The purpose of this study was to evaluate the efficacy of biomedical engineering curricula to teach the engineering design process and enhance students’ ability to apply science and mathematical concepts to engineering problems. In this study, we developed and piloted five biomedical engineering (BME) lessons in six high schools. Students (n=91) were presented with biomedical problems, and then challenged to design a solution using clinical tools and STEM principles. Pre- and post-surveys with 4-point Likert scales were administered immediately before (pre-) and after (post-intervention) students participated in the lessons. Surveys contained identical items to gauge students’ perceptions of their: (1) knowledge of BME, (2) interest in BME, (3) ability to interpret trends in a data set, (4) confidence in making claims based on empirical data, (5) understanding of how doctors and engineers work collaboratively, and (6) knowledge of the application of mathematics to medical problems. Additionally, the post- survey included five items related to students’ attitudes towards the five lessons. A pre-intervention baseline was not obtained since these post-intervention items related directly to students’ levels of interest based on their participation in lessons.
Trauth, A., & Buckley, J., & Restrepo Parra, M. (2016, June), Results from a Pilot Implementation of a Biomedical Engineering Program for Middle and High School Students (Evaluation) Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26094
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