Benefits of Blended Learning in Biomedical Engineering

Kožuško, J.; Dietrich, H.; Abdel-Haq, Anja; Weichelt, C.; Hebestadt, S.; Kuß, Julia; Rudolph, Ivonne; Malberg, Hagen; Morgenstern, Ute

doi:10.1515/bmt-2013-4414

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…Due to the nature of Biomedical Engineering, presence activities such as laboratory exercises or specialized seminars are required. Blended learning mixes online learning with in-person activities to create a long-term platform for effective mentorship of Biomedical Engineering students (Kožuško et al, 2012;Marrhich et al, 2021). Biomedical Engineering students would be able to efficiently generate and share supportive educational materials and learning resources in an online learning environment that is both efficient and interesting for students.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Blended Learning in Biomedical Engineering: A Meta-Analysis

2023

JHETP

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The goal of this meta-analysis is to assess the effectiveness of blended learning in biomedical engineering. To that end, the PubMed and Medline databases were combed for relevant research through January 2022, and the eligible papers were picked using a rigorous PRISMA-based selection approach. Blended learning was compared to traditional teaching approaches in all of the research considered. As a consequence of the present search, eighteen research articles with a total of 3097 participants adopting blended learning for biomedical engineering education were dis-covered. Two studies were included from each of the following countries including Australia,

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Section: Introductionmentioning

confidence: 99%

Effectiveness of Blended Learning in Biomedical Engineering: A Meta-Analysis

2023

JHETP

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“…There are very few comprehensive studies focusing specifically on the efficacy of blended-style classes in a biomedical engineering curriculum. Researchers utilizing a blended model in a Medical Terminology course found that students in the blended course performed better on exams than those in the traditional class [4]. A comprehensive implementation of biomedical engineering e-learning laboratories was implemented at the same university in the biomedical engineering curriculum but there is no formal analysis comparing this blended style to other educational modalities [5].…”

Section: Introductionmentioning

confidence: 99%

Improving Programming Content Delivery in an Introductory Biomechanics Course Using a Blended Classroom Approach

Joll,

Merryman

2021 ASEE Virtual Annual Conference Content Access Proceedings

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MATLAB programming projects are assigned in the Vanderbilt University Introductory Biomechanics course to strengthen coding skill and demonstrate application of theory to practice. In course evaluations, students consistently rate these projects as the most challenging and difficult to grasp, citing the inefficacy of the traditional (lecture-only) course in merging programming with biomechanics content. Moving material online is an intuitive solution to this computation-based instructional challenge. Literature has shown that blended classes (30-80% online) can improve academic performance compared to in-person or online classes alone. While very few studies have analyzed blended learning in biomedical engineering contexts, research in related fields indicates students in blended engineering courses have improved attendance, motivation, and collaboration. We hypothesized that restructuring to a blended course would improve coding confidence and competence over the traditional course. Two courses were compared: one traditional course and another with programming content moved to weekly online modules. A programming project was assigned after completion of the coding material in each class. Modules were created using a backwards design approach. The desired coding competencies were identified as: pseudocode, loops, matrix operations, and data visualization. Modules for each of these subjects contained review, practice, and reflection components. Review and practice materials were designed by the authors or gathered from online coding resources and students reflected on the material by writing short responses speculating how the technique could be used to solve biomedical engineering problems. Following the modules, a project was assigned to assess coding skill by solving a hypothetical exercise biomechanics problem (resolving moment and angle about the elbow during a bicep curl) and displaying the solution graphically. To begin assessing the efficacy of the blended class method, students were surveyed on module effectiveness and their coding confidence. While responses indicated a lukewarm reception to the blended course, students in the blended class reported significantly increased coding confidence based on pre-and post-project surveys. Furthermore, students in the blended course reported significantly higher confidence using loops, performing matrix operations, and visualizing data compared to traditional course students. To assess coding ability, projects were re-graded by a teaching assistant using a standardized rubric to assess general code quality. While overall scores were similar between classes, students in the blended course had improved code readability. Students in the blended course also tended to write shorter code, indicating a blended class may improve students' ability to write well documented, organized, and efficient code. The results of this study provide evidence that blended content delivery can improve student programming confidence and performance compared to a traditional introductory bi...

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