WIP:  Utilizing the Problem-Solving Studio approach to facilitate neurophysiology learning

Sabia Abidi; Laurel Chen

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Biomedical Engineering Division Poster Session
Page Count: 5
DOI: 10.18260/1-2--41547
Permanent URL: https://peer.asee.org/41547
Download Count: 163

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Sabia Abidi Rice University

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Sabia Abidi is a lecturer in the bioengineering department at Rice University and teaches courses in Systems Physiology, Troubleshooting of Clinical Lab Equipment, and Senior Design. Abidi has a doctorate in biomedical engineering from the University of Texas, Austin and completed postdoctoral research at NYU School of Medicine and MIT. Her research interests include experimentation of new classroom methods to encourage student curiosity, engagement and knowledge retention.

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Laurel Chen Rice University

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Laurel Chen holds a B.S. in Bioengineering and minor in Global Health Technologies from Rice University. Her research interests include addressing local and global healthcare disparities and providing creative, accessible ways to educate others by incorporating media with medicine. This includes utilizing sustainable engineering design and implementing technology-driven educational interventions to improve clinical knowledge acquisition.
Rice University, 6100 Main St., Houston, TX 77005: laurel.x.chen@rice.edu

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Abstract

Work in Progress: Utilizing the entrepreneurial mindset to facilitate neurophysiology learning

Students can struggle in physiology largely due to the nature of the discipline, the teaching approach the instructor employs and the learning approach students employ1. Previously, in a systems physiology course for bioengineering sophomores, a similar struggle with understanding of cable properties of neurons was observed as demonstrated by the poor performance on a cable properties question on a summative assessment (exam). The traditional lecture/problem set strategy had previously been employed. With this in mind, we employed a problem-solving studio approach encouraging a more entrepreneurial mindset (EM) in students to facilitate learning of cable properties of neurons2. Students were given an open-ended problem with the overall goal of identifying properties that dictate neuronal electrical conduction disguised in a tissue engineering application3. By encouraging curiosity, students were well-poised to uncover the critical aspects in neuronal electrical conduction design. Preliminary results suggested an improved understanding as demonstrated by higher scores on the cable properties question on the exam (as compared to previous years on a similar question). Student feedback via surveys and reflections were collected. By incorporating a more entrepreneurial mindset within the physiology course design, we have the potential to increase student curiosity and connections and improve student learning in the process.

References: 1. Michael, J, “What makes physiology hard for students to learn? Results of a faculty survey,” Advances in Physiology Education, vol. 31, no. 1, p. 34-40, 2007, https://doi.org/10.1152/advan.00057.2006. 2. Le Doux, J.M. and A.A. Waller, “The Problem Solving Studio: An Apprenticeship Environment for Aspiring Engineers,” Advances in Engineering Education, vol. 5, no. 3, 2016. 3. Abidi, S. “Do Out of Context Applications Help Student Learning? An In Class Activity Applying Cable Properties of Polypyrrole Polymer Blends for Nerve Injuries,” KEEN – Engineering Unleashed, [Online]. Available: https://engineeringunleashed.com/card/2588.

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Format

Abidi, S., & Chen, L. (2022, August), WIP: Utilizing the Problem-Solving Studio approach to facilitate neurophysiology learning Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41547

TY - CPAPER
AB - Work in Progress: Utilizing the entrepreneurial mindset to facilitate neurophysiology learning

Students can struggle in physiology largely due to the nature of the discipline, the teaching approach the instructor employs and the learning approach students employ1. Previously, in a systems physiology course for bioengineering sophomores, a similar struggle with understanding of cable properties of neurons was observed as demonstrated by the poor performance on a cable properties question on a summative assessment (exam). The traditional lecture/problem set strategy had previously been employed. With this in mind, we employed a problem-solving studio approach encouraging a more entrepreneurial mindset (EM) in students to facilitate learning of cable properties of neurons2. Students were given an open-ended problem with the overall goal of identifying properties that dictate neuronal electrical conduction disguised in a tissue engineering application3. By encouraging curiosity, students were well-poised to uncover the critical aspects in neuronal electrical conduction design. Preliminary results suggested an improved understanding as demonstrated by higher scores on the cable properties question on the exam (as compared to previous years on a similar question). Student feedback via surveys and reflections were collected. By incorporating a more entrepreneurial mindset within the physiology course design, we have the potential to increase student curiosity and connections and improve student learning in the process.

References:
1. Michael, J, “What makes physiology hard for students to learn? Results of a faculty survey,” Advances in Physiology Education, vol. 31, no. 1, p. 34-40, 2007, https://doi.org/10.1152/advan.00057.2006.
2. Le Doux, J.M. and A.A. Waller, “The Problem Solving Studio: An Apprenticeship Environment for Aspiring Engineers,” Advances in Engineering Education, vol. 5, no. 3, 2016.
3. Abidi, S. “Do Out of Context Applications Help Student Learning? An In Class Activity Applying Cable Properties of Polypyrrole Polymer Blends for Nerve Injuries,” KEEN – Engineering Unleashed, [Online]. Available: https://engineeringunleashed.com/card/2588.

AU - Sabia Abidi
AU - Laurel Chen
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - WIP: Utilizing the Problem-Solving Studio approach to facilitate neurophysiology learning
UR - https://peer.asee.org/41547
DO - 10.18260/1-2--41547
ER -