Two challenge-based laboratories for introducing undergraduate students to biomaterials

Vernengo, Jennifer; Dahm, Kevin

doi:10.1016/j.ece.2011.09.002

Cited by 12 publications

(14 citation statements)

References 24 publications

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“…Overall, these findings are consistent with other studies that found learning gains of approximately 50 points for freshman engineering students, 15,49 but lower learning gains of approximately 15 points for senior engineering students. 48 A majority of trainees correctly answered almost all questions in the post-test. The highest percentage of trainees answered Q2 (89.7%) and Q4 (86.2%) correctly (Fig.…”

Section: Discussionmentioning

confidence: 93%

“…7,24 Numerous education modules exist to supplement lectures and provide students with formative, hands-on experiences to learn about biomaterials. For example, educational modules were designed to teach trainees about films, 42 fiber-reinforced ceramic composites, polyvinyl alcohol polymers, 48 and alginate-polyacrylamide hydrogels. 20 These types of hands-on modules are crucial for solidifying concepts of biomaterials and connecting theoretical content to practical applications.…”

Section: Bioadhesives and Biomedical Engineering Educationmentioning

confidence: 99%

“…Additionally, pre/post-test assessments of a similar length have been previously used to evaluate learning gains from biomedical engineering education modules. 15,34,48 The pre-test was administered to trainees prior to the prelaboratory lecture and exercise, and the post-test was administered after trainees submitted their post-laboratory report or had their post-laboratory discussion. Trainees were not allowed to review their pre-test before taking the post-test.…”

Section: Learning Module Evaluationmentioning

confidence: 99%

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Teaching Tissue Repair Through an Inquiry-Based Learning Bioadhesives Module

Panebianco

Dutta

Frost

et al. 2022

Biomed Eng Education

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Bioadhesives are an important class of biomaterials for wound healing, hemostasis, and tissue repair. To develop the next generation of bioadhesives, there is a societal need to teach trainees about their design, engineering, and testing. This study designed, implemented, and evaluated a hands-on, inquiry-based learning (IBL) module to teach bioadhesives to undergraduate, master's, and PhD/postdoctoral trainees. Approximately 30 trainees across three international institutions participated in this IBL bioadhesives module, which was designed to last approximately 3 h. This IBL module was designed to teach trainees about how bioadhesives are used for tissue repair, how to engineer bioadhesives for different biomedical applications, and how to assess the efficacy of bioadhesives. The IBL bioadhesives module resulted in significant learning gains for all cohorts; whereby, trainees scored an average of 45.5% on the pre-test assessment and 69.0% on the post-test assessment. The undergraduate cohort experienced the greatest learning gains of 34.2 points, which was expected since they had the least theoretical and applied knowledge about bioadhesives. Validated pre/post-survey assessments showed that trainees also experienced significant improvements in scientific literacy from completing this module. Similar to the pre/post-test, improvements in scientific literacy were most significant for the undergraduate cohort since they had the least amount of experience with scientific inquiry. Instructors can use this module, as described, to introduce undergrad-uate, master's, and PhD/postdoctoral trainees to principles of bioadhesives.

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Section: Discussionmentioning

confidence: 93%

Section: Bioadhesives and Biomedical Engineering Educationmentioning

confidence: 99%

Section: Learning Module Evaluationmentioning

confidence: 99%

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Teaching Tissue Repair Through an Inquiry-Based Learning Bioadhesives Module

Panebianco

Dutta

Frost

et al. 2022

Biomed Eng Education

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“…The project was conducted in the context of the How People Learn (HPL) framework (Bransford, Brown, and Cocking 1999). HPL has been used extensively in designing university bioengineering modules that enhance learning outcomes (Cordray et al, 2007, Greenberg et al, 2013, Roselli and Brophy, 2006, Vernengo and Dahm, 2012. The HPL framework comprises four pillars: knowledge-centeredness, learner-centeredness, assessment-centeredness, and community-centeredness.…”

Section: Pedagogical Frameworkmentioning

confidence: 99%

A challenge-based laboratory to explore drug delivery from swellable matrices

Farrell

Vernengo

2016

Education for Chemical Engineers

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This paper describes an experiment that introduces students to drug delivery from swellable matrices (tablets). Students produce hydrophilic polymeric tablets loaded with drug and measure the rate of release from the tablets for systems having different drug loading, polymer composition and polymer molecular weight. Transient concentration data are obtained from drug release studies and analyzed to characterize the release profile and to determine the predominant rate controlling mechanism. The purpose of the experiment is to provide engineering students with basic skills relevant to drug delivery while simultaneously introducing or reinforcing science principles; applications of science, math and engineering; the science and art of design, and data analysis. Students showed significant pre-post gains in several areas, and the gains for each objective between the pre-and post-test ranged from 48-60%. The average normalized gain between pre-test and post-test was 65%.

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“…In the field of chemical engineering there are many papers that discuss various aspects of laboratory experiments. The majority of these papers discuss issues like challenge-based learning, web-based teaching and multimedia laboratory manual [2][3][4] .…”

Section: Introductionmentioning

confidence: 99%

Design Manufacture Simulation and Experimentation of Several Tools to Assist in Teaching Strength of Materials and Statics Courses

Randall¹,

Ghorashi²

2012 ASEE Annual Conference &Amp; Exposition Proceedings

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came to the University of Southern Maine in the spring of 2009. He is majoring in mechanical wngineering and is expecting at the time of his graduation to have a major in mechanical engineering and a minor in applied energy. He became interested in statics after taking a class with Dr. Ghorashi and observing the complexities of the material. He then teamed up with this professor and developed a way of teaching statics with more hands-on and simulation activities. Randall has always liked working on projects that require problem solving. The main problem solved in the current case was to find ways to make the subject of statics more easily and more deeply understood.

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Two challenge-based laboratories for introducing undergraduate students to biomaterials

Cited by 12 publications

References 24 publications

Teaching Tissue Repair Through an Inquiry-Based Learning Bioadhesives Module

Teaching Tissue Repair Through an Inquiry-Based Learning Bioadhesives Module

A challenge-based laboratory to explore drug delivery from swellable matrices

Design Manufacture Simulation and Experimentation of Several Tools to Assist in Teaching Strength of Materials and Statics Courses

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