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The Tulane University Biomedical Assessment Model

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Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

Assessment of Biomedical Engineering Programs

Page Count

7

Page Numbers

7.1189.1 - 7.1189.7

Permanent URL

https://peer.asee.org/10932

Download Count

33

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Paper Authors

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Lisle Hites

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Eric Nauman

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Edgar O'Neal

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Kay C. Dee

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Glen Livesay

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

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Session _____

The Tulane University Biomedical Assessment Instrument: Preliminary Validity and Reliability Data

Lisle S. Hites, Jr. 1, Kay C Dee 2, Glen A. Livesay2, Eric A. Nauman 2, Edgar O’Neal1 1 Department of Psychology, 2Department of Biomedical Engineering Tulane University, New Orleans, LA 70118

Introduction

At present, there are no statistically validated and commonly used assessment instruments designed to evaluate the specialized content and student learning required in biomedical engineering (BMEN) courses. Accordingly, rigorous assessment and comparison of BMEN courses and student achievement is of nationwide concern. Additionally, as the number of BMEN programs grows, and more programs seek accreditation, the need for BMEN-specific course/learning assessment tools will also increase.

As part of our collaborative efforts to implement and assess active learning experiences throughout the BMEN curriculum, we have developed a questionnaire - the Tulane University Biomedical Assessment instrument, or TUBA - which examines student perceptions of BMEN course objectives, procedures and outcomes. A number of the questionnaire’s items address the BMEN-specific program outcomes required by ABET. The TUBA model also contains questions which assess affective and kinesthetic educational objectives, by focusing on teamwork issues, teaching style, students’ belief in their own abilities and desire to continue their education, peer interactions, and laboratory projects. While student perceptions are only one part of a comprehensive assessment program, they are certainly important. By addressing student perceptions of core outcomes and fundamental pedagogical issues, TUBA should be relevant to a range of BMEN programs which offer a wide variety of specialized “tracks,” different areas of programmatic emphasis, etc. Given that there exists a need for a measure such as the TUBA, the following sections will describe the development and subsequent validation and reliability testing that has been thus far performed.

Development of the TUBA

In keeping with the tenets of Industrial/Organizational Psychological assessment instrument construction, the TUBA measure was developed in a series of steps. First, a group of subject matter experts (SMEs), consisting of BMEN faculty at Tulane University as well as test development SMEs from Tulane’s psychology department were selected to participate in the measure’s development. Next, the BMEN SMEs were queried as to the focus of the measure. Following numerous meetings and discussions, it was determined that a multi faceted assessment measure was called for. A list of questions/items was generated which would best account for the most salient of information that was desired concerning the BMEN students. Next, the list of

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education

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Hites, L., & Nauman, E., & O'Neal, E., & Dee, K. C., & Livesay, G. (2002, June), The Tulane University Biomedical Assessment Model Paper presented at 2002 Annual Conference, Montreal, Canada. https://peer.asee.org/10932

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