This paper considers an approach to teaching ethics in bioengineering based on the How People Learn (HPL) framework. Curricula based on this framework have been effective in mathematics and science instruction from the kindergarten to the college levels. This framework is well suited to teaching bioengineering ethics because it helps learners develop "adaptive expertise". Adaptive expertise refers to the ability to use knowledge and experience in a domain to learn in unanticipated situations. It differs from routine expertise, which requires using knowledge appropriately to solve routine problems. Adaptive expertise is an important educational objective for bioengineers because the regulations and knowledge base in the discipline are likely to change significantly over the course of their careers. This study compares the performance of undergraduate bioengineering students who learned about ethics for stem cell research using the HPL method of instruction to the performance of students who learned following a standard lecture sequence. Both groups learned the factual material equally well, but the HPL group was more prepared to act adaptively when presented with a novel situation.

This paper is an investigation of the How People Learn (HPL)Legacy Cycle's ability to expand adaptive expertise across the developmental span of high school and college. Participants included high school and college students. Pre-test data indicated younger students (high school and first-year college students) were less knowledgeable about the science of stem cells than older students (second-, third-, and fourth year college students), and all students were low in adaptiveness. Post-test data showed that younger students achieved parity with the more advanced students in basic scientific knowledge. The younger students also became highly adaptive by the post-test, but the older students did not advance beyond their pre-curriculum levels. We hypothesize that the older students began the intervention with more preconceived notions about stem cells, and thus were less able to think and analyze flexibly within that framework.

Healing of forefoot cleft wounds can be a difficult management problem in patients with peripheral vascular disease, diabetes or both. This is a prospective review of 15 patients with these conditions with nonhealing middle-ray cleft wounds managed with a temporary mini-external fixator to close the cleft wound. Fourteen (93%) of the 15 patients had a successful obliteration of the cleft and skin coverage. Twelve (80%) of 15 were able to resume their previous level of activity with the reconstructed, mechanically sound forefoot. Fourteen (93%) of the 15 patients received hyperbaric oxygen treatments as an adjunct to wound healing. All patients avoided a transmetatarsal or higher amputation.

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