Enhanced laboratory exercises for biomedical engineering courses

Kožuško, J.; Abdel-Haq, Anja; Kuß, Julia; Morgenstern, Ute; Bartels, Annette

doi:10.1109/iceeli.2012.6360605

Cited by 5 publications

(4 citation statements)

References 5 publications

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“…Selected topics are accompanied by laboratory exercises with an e-learning tutorial (Pacemaker, Optical Tomography, Mechanical Ventilation, Roentgen Imaging and Feedback Control Loops in Biological Systems). The direct mentoring time during laboratory exercises has been reduced by 20 -25 % after introducing the elearning tutorial with the self-assessment tool [5]. With a total of over 150 hours learning time, the average ratio between the developing time and the learning time has been 1:188.…”

Section: Resultsmentioning

confidence: 99%

“…THERAGNOSOS consists of two layers: first, a basic layer which includes essential information, interactive exercises, tests and animations, and second, an extended learning layer, which includes text and tables for further reading (Fig. 1) [4,5]. In order to support individual user settings, saving learning path and evaluation of the software, we have developed our own user management system using PHP and MySQL (Fig.…”

Section: Methodsmentioning

confidence: 99%

“…In order to support individual user settings, saving learning path and evaluation of the software, we have developed our own user management system using PHP and MySQL (Fig. 2) [4,5]. …”

Section: Methodsmentioning

confidence: 99%

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Benefits of Blended Learning in Biomedical Engineering

Kožuško

Dietrich

Abdel-Haq

et al. 2013

Biomedical Engineering / Biomedizinische Technik

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Blended learning represents a way in which to solve the problem of limited human resources at the universities and still maintain high standards in education of biomedical engineers. The e-learning system THERAGNOSOS for Biomedical Engineering students has been developed using the authoring tool IDEA 7 Professional. THERAGNOSOS allows implementation of blended learning -a combination of presence activities and e-learning. Introducing enhanced scenario with delayed feedback in exercises lead to improvement of exam results in the pilot course on medical terminology. Laboratory exercises are accompanied by an elearning tutorial which increases efficiency of mentoring. Further development of e-learning at German universities is a necessary condition to keep step with respected excellence universities in English speaking countries.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Benefits of Blended Learning in Biomedical Engineering

Kožuško

Dietrich

Abdel-Haq

et al. 2013

Biomedical Engineering / Biomedizinische Technik

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“…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]. Biomedical engineering educators have also described creative development of a blended automation course in response to COVID19 lockdowns [6].…”

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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