Improving Biomedical Engineering Undergraduate Learning Through Use of Online Graduate Engineering Courses During the COVID-19 Pandemic

Nesmith, Jessica E.; Hickey, John W.; Haase, Eileen

doi:10.1007/s43683-020-00041-w

Cited by 6 publications

(4 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The large body of survey-based literature produced during the pandemic showed the feasibility of this transformation both in terms of student's perception and performance in various disciplines and countries [4][5][6][7][8][9][10][11][12][13][14]. While face-to-face lectures have been substantially turned into synchronous (i.e., live) and asynchronous (i.e., streamed) videoconferences, the problem arose for those courses characterized by practice-oriented activities that require teacher-student interaction and the use of laboratory tools [15].…”

Section: Introductionmentioning

confidence: 99%

“…For some disciplines, such as engineering, physics, biology, chemistry, and human anatomy and physiology, laboratory activities have been replaced, where possible, by using different solutions with different levels of complexity and student engagement. These solutions typically consist of video demonstrations of experimental work; analysis of simulated or previously collected data; or visualizing and performing experiments by using virtual scientific resources [7,11,[16][17][18][19][20][21].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Satisfaction Levels of Sport Sciences University Students in Online Workshops for Substituting Practice-Oriented Activities during the COVID-19 Lockdown

et al. 2021

View full text Add to dashboard Cite

Laboratory teaching in sport and exercise sciences universities is of fundamental importance as it provides students with the necessary hands-on skills that are indispensable to future kinesiologists. However, due to the COVID-19 pandemic, students in lockdown missed the opportunity to acquire laboratory skills. Here we report the solutions adopted by a blended exercise science Master’s degree program of an online Italian university to ensure didactic continuity in the practice-oriented activities during the period of the COVID-19 lockdown. In order to mitigate this issue, laboratory sessions were replaced with online workshops and students’ satisfaction levels in this regard were investigated in the present study using an online survey conducted on 101 students during lockdown. The survey consisted of 7-point Likert scale items focusing on computer usage (CU), learning satisfaction (LS), social interaction (SI), and perceived value (PV). The analysis of the results revealed a good level of learning satisfaction of the students. Conversely, students perceived a moderate level of social interaction and had a moderate perception that online workshops can enhance their learning abilities. In conclusion, the results of the present study seem to indicate that online workshops can be considered a good and acceptable compromise during an emergency, although face-to-face activities remain the preferable learning delivery modality when dealing with the acquisition of hands-on skills.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Satisfaction Levels of Sport Sciences University Students in Online Workshops for Substituting Practice-Oriented Activities during the COVID-19 Lockdown

et al. 2021

View full text Add to dashboard Cite

show abstract

“…It was clear that the online learning based on a deeper understanding of the experimental design was appreciated by our students. 6 Therefore, we sought to keep this content and incorporated a flipped classroom approach for content delivery 2,6 alongside the in-person laboratory experience. As modeled by Abulwahed and Nagy, 1 we used remote preparatory modules to enhance student content retention, through an activa- tion stage before each experiment.…”

Section: Flipped Classroom Techniques To Activate the Prehension Dime...mentioning

confidence: 99%

Teaching Tips: Model for a Flipped Wet Laboratory Course for a Heterogenous Student Base

Nesmith

Miranda

2022

Biomed Eng Education

Self Cite

View full text Add to dashboard Cite

We provide a set of practices implemented within the last year that integrate experiential learning cycles into an established introductory wet-lab course. The use of this cycle during the course and impact on meeting course defined learning objectives and student responses are considered in defining success. Each of the three practices are described and assessed via student self-evaluated confidence in learning objectives using anonymous voluntary questionnaires. Course performance before and after implementing Kolb's practices are examined on summative assessments. Examples and generalized applicability are considered. Course performance relative to school and departmental scores were assessed using school-administered surveying. We find these practices resulted in very high (Likert scale 4.3-4.65/5) responses to growth within learning objectives by students. Specific prompts for the best aspect of the course and topic learned the best indicate the elements that were added to reinforce the reflection aspect of experiential learning, writing reports and reading other literature, were both mentioned frequently. The overall course performance after addition of Kolb's cycle of learning exceeded the average of both the department and school offerings. Based upon individual student responses, course grades, and in comparison to other courses at Johns Hopkins University, we find that implementing Kolb's stage of experiential learning were highly successful in student satisfaction and grades (as a metric of comprehension).

show abstract

“…The four module reflections and four peer reviews also provided crucial information. The frequent surveys, module reflections, and peer reviews provided timely feedback from the freshmen on their experience in the course [19], [20]. This allowed faculty and teaching assistants to immediately adjust due dates and requirements as needed during the pandemic, occasionally postponing deadlines for some deliverables by a week to allow an extra in-person Thursday session.…”

Section: Methods -The Health Inequity Design Challenge -How Can We So...mentioning

confidence: 99%

Teaching Freshmen Empathy through a Health Inequity Design Challenge

Haase

Middle Atlantic ASEE Section Spring 2021 Conference Proceedings

View full text Add to dashboard Cite

Freshmen in a two-credit biomedical engineering course were given the World Health Organization (WHO) definition of health inequity on their first day of class. Guided by an upper classmen lab manager, students worked together in teams of five on a semester-long Health Inequity Design Challenge. Freshmen had a combination of individual and team assignments to gain knowledge in both health inequity and the design process. Throughout the semester, students heard lectures from guest speakers and clinicians on a variety of topics relating to health inequity and/or the design process including: Health Inequity in the Emergency Room, the Design Process, Empathy in Design, Ethics in Engineering Design, Ensuring Diversity in Clinical Trials, Social Justice, and Entrepreneurship. The course also included discussions on case studies in ethics with faculty mentors and a design project utilizing send-home Arduino kits to build biosensors. Freshmen had periodic individual and team deliverables, finishing with a prototype and oral presentation. Upperclassmen mentoring was an essential component of the course, with at least one lab manager assigned to each freshmen team of five students. Anonymous end-of-semester surveys indicate that 98% of students strongly agree (60%) or agree (38%) that: "The Health Inequity project helped me to understand both an injustice within our society and how to apply the design process to solve a need." Our results, derived from both survey data and students' comments, indicated that the course raised students' consciousness of the issue of health inequity. The team aspect of the project, especially in an online freshmen class taught during a pandemic, made students feel engaged with their classmates by discussing and developing solutions for an issue they felt passionate about improving. Emphasizing the importance of ethics in an introductory freshmen engineering course provides a foundation for designing with empathy.

show abstract

Improving Biomedical Engineering Undergraduate Learning Through Use of Online Graduate Engineering Courses During the COVID-19 Pandemic

Cited by 6 publications

References 9 publications

Satisfaction Levels of Sport Sciences University Students in Online Workshops for Substituting Practice-Oriented Activities during the COVID-19 Lockdown

Satisfaction Levels of Sport Sciences University Students in Online Workshops for Substituting Practice-Oriented Activities during the COVID-19 Lockdown

Teaching Tips: Model for a Flipped Wet Laboratory Course for a Heterogenous Student Base

Teaching Freshmen Empathy through a Health Inequity Design Challenge

Contact Info

Product

Resources

About