Student-led microfluidics lab practicals: Improving engagement and learning outcomes

Abstract

Microfluidics has shown rapid growth in both research and development and offers significant commercialisation potential for biomedical and diagnostic applications in particular. However, there is a lack of awareness of microfluidics outside the field of study, and few dedicated educational programmes are available. While many topics incorporate microfluidics teaching, reported initiatives in the literature have not yet taken a problem based learning (PBL) approach to the delivery of practical sessions. The educational approaches already reported typically focus upon production and testing of pre-determined device designs for specific applications, using a "recipe" style of lab teaching. Here, we report on a newly designed lab section of a microfluidic teaching component utilising problem based learning (PBL) to involve the students in all aspects of design, manufacture, and performance characterisation of microfluidic solutions. Details of the lab design and development are given enabling others to replicate the lab structure described here or use it as a basis for the design of similar PBL microfluidics teaching labs. A key focus of the work has been the evaluation of the student experience, and the results of a survey indicate a high degree of student satisfaction and skills development due to the PBL approach.

Safe and cost-effective rapid-prototyping of multilayer PMMA microfluidic devices

“…This proof-of-concept chip was cut and assembled in minutes and thus demonstrates the ease and flexibility of the technique with regard to the number of layers that can be assembled in one single step. Finally we also demonstrated the use of this technique in the context of public engagement, school kid activities and undergraduate teaching (Bridle et al 2016;Morton and Bridle 2016).…”

“Learning on a chip:” Microfluidics for formal and informal science education

“…There are a number of topics that can be covered when teaching students about microfluidics; laboratory activities that focus on specific microfluidics concepts 19,20 as well as modules and whole courses on microfluidics 13,21,22 have been reported. The physics of fluids at the microscale is central to microfluidics.…”

“…students. 13 By using low-cost and rapid fabrication methods, students got to design and build their own chips to solve one of several assigned problems, for example, focused on separations or on mixing. Taking advantage of low-cost and rapid techniques facilitates the cycle of design-build-test.…”

“…make circuit design and applications highly accessible for education and do-it-yourself applications. We expect microfluidics • Nanoparticle synthesis 30 • PBL design of microfluidic chips 13 to go a similar route by modularity. This modularity can be on the design side, with standard features assembled in a drag-and-drop manner prior to fabrication (similar to integrated circuit design); or there are already modular components which can be assembled together like electronic components on a breadboard.…”

“…12 For instance, laboratory courses using a problem-based learning framework have been developed using microfluidics. 13 The hands-on nature also makes microfluidics an engaging tool for science communication and outreach. Many universities and institutes hold showcase events intended to engage with the public on the research being undertaken and its real-world applications; these events may also incorporate activities for schoolchildren.…”