The Development of Adaptive Expertise in Biomedical Engineering Ethics

Rayne, Karen; Martin, Taylor; Brophy, Sean; Kemp, Nate J.; Hart, Jack; Diller, Kenneth R.

doi:10.1002/j.2168-9830.2006.tb00887.x

Cited by 34 publications

(31 citation statements)

References 11 publications

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“…This result is consistent with a cross-sectional study we conducted comparing the development of innovative problem solving over the course of an HPL bioengineering ethics module for two groups: high school and first-year undergraduate students and upper-level undergraduate engineering students. 27 The upper level students were less likely to develop innovative problem solving, suggesting that there can be long-term detriments to students' ability to develop innovation in a short period of time if they learn by primarily traditional methods.…”

Section: Discussionmentioning

confidence: 97%

Comparison of Student Learning in Challenge-based and Traditional Instruction in Biomedical Engineering

2007

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This paper presents the results of a study comparing student learning in an inquiry-based and a traditional course in biotransport. Collaborating learning scientists and biomedical engineers designed and implemented an inquiry-based method of instruction that followed learning principles presented in the National Research Council report "How People Learn" (HPL). In this study, the intervention group was taught a core biomedical engineering course in biotransport following the HPL method. The control group was taught by traditional didactic lecture methods. A primary objective of the study was to identify instructional methods that facilitate the early development of adaptive expertise (AE). AE requires a combination of two types of engineering skills: subject knowledge and the ability to think innovatively in new contexts. Therefore, student learning in biotransport was measured in two dimensions: A pre and posttest measured knowledge acquisition in the domain and development of innovative problem-solving abilities. HPL and traditional students' test scores were compared. Results show that HPL and traditional students made equivalent knowledge gains, but that HPL students demonstrated significantly greater improvement in innovative thinking abilities. We discuss these results in terms of their implications for improving undergraduate engineering education.

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Section: Discussionmentioning

confidence: 97%

Comparison of Student Learning in Challenge-based and Traditional Instruction in Biomedical Engineering

2007

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“…Various authors agree that ethics should be taught alongside the technical and scientific subjects, although approaches to do so vary from one institution to another [2] [3]. There have been examples of teaching ethical issues using real life situations, particularly in business and industry related cases [4].…”

Section: Introductionmentioning

confidence: 99%

Ethics and Citizenship Education across the Biomedical Engineering Curriculum

et al. 2015

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Abstract-Biomedical engineering is a highly regulated profession, where ethical issues are a constant. Through the last decade great effort has been done to promote ethics education along with engineering education. However, new challenges have arisen globally regarding sustainable development and societal needs, so students require also being prepared with a humanistic outlook. To achieve this goal, humanities and social sciences can be taught within the engineering education.In this paper, we describe the strategy that has been followed by Tecnologico de Monterrey to foster ethics and citizenship education in the total of its undergraduate programs, introducing these subjects both as standalone courses and also as part of the engineering courses. To strength this initiative, a thorough campaign was launched to certify professors in ethics and citizenship, thus new academic activities have been designed deeply intertwined with disciplinary concepts. The acquisition of both outcomes has been assessed through direct and indirect measurements, where Key Performance Indicators have been defined. The use of the strategy in the Biomedical Engineering program is explained on detail.

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“…CBI modules 13 were created 14 with support from NSF for a variety of topics in Bioengineering 15 . The method was shown to improve students' performance with open-ended problems 16,17,18 . Inquiry-based learning approaches, such as CBI, have been found to be "more effective than traditional science instruction at improving academic achievement, and the development of thinking, problem-solving and laboratory skills" 11 , and to enhance understanding of critical engineering concepts 19,20 .…”

Section: Background and Rationalementioning

confidence: 99%

Assessing Effects of Challenge-Based Instruction on Conceptual Understanding In Heat Transfer

Cirenza¹,

Diller²

2015 ASEE Annual Conference and Exposition Proceedings

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Unlike disciplines such as mechanics, where the concepts being taught can be easily seen in the movement of objects in everyday life, heat transfer lacks a visual element to guide conceptual understanding through observation. Traditional lecture style courses in the field of heat transfer are limited in how well they can convey certain difficult concepts. While they stress important ideas such as setting up control volumes and energy balances, they do not do a good job helping students distinguish between the three modes of heat transfer in real world problems (conduction, convection, and radiation), nor can they offer physical representations of problems to allow students to feel heat transfer taking place in different situations. This results in a lack of understanding of the underlying concepts of heat transfer, which is vital as it helps build a foundation from which to work and advance one's thinking.As a way of overcoming this obstacle, challenge-based workshops were designed and given to a junior level heat transfer class at the authors' institution. The hands-on workshops allowed the students to feel and observe heat transfer via the physical testing apparatus, heat flux sensors and temperature sensors that provided real-time data. These instruments, coupled with the open-ended, challenge-based pedagogy, provided opportunities for students to explore the differences between heat and temperature.This study examines the effectiveness of these hands-on, challenge-based workshops to improve junior-level heat transfer students' conceptual understanding of heat and temperature. The conceptual knowledge of the students was assessed through a concept inventory test given at both the beginning and the end of the course. These results were compared to those of a control group of students who took the traditional lecture class without the workshops.The results from the concept inventory yield a significant difference between the total scores of the two groups (experimental and control) as well as certain individual questions. The questions showing significant improvement can be linked directly to workshops conveying the concepts stressed by those questions and include: the difference between heat flow and feeling a temperature difference, effect of surface properties on thermal radiation, and heat transfer in internal flow. Future work entails (i) identifying the concepts in heat transfer that are most important for students to grasp in order to understand the fundamentals of the discipline and (ii) investigating additional ways to evaluate students' conceptual knowledge. The workshops will be restructured to best convey the concepts in a manner easily understood by someone with little or no experience in the field of heat transfer.

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The Development of Adaptive Expertise in Biomedical Engineering Ethics

Cited by 34 publications

References 11 publications

Comparison of Student Learning in Challenge-based and Traditional Instruction in Biomedical Engineering

Comparison of Student Learning in Challenge-based and Traditional Instruction in Biomedical Engineering

Ethics and Citizenship Education across the Biomedical Engineering Curriculum

Assessing Effects of Challenge-Based Instruction on Conceptual Understanding In Heat Transfer

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