Hands-on curriculum teaches biomedical engineering concepts to home-schooled students

Abstract In this paper, we bridged faculty research expertise with concept-based learning pedagogy to design and implement a unique laboratory experience for biomedical engineering undergraduate students enrolled in the biomechanics of tissues course at the University of Calgary. This laboratory aimed to increase student engagement, facilitate deeper understanding of course content, and provide an opportunity for accelerated undergraduate research through “hands-on,” “minds-on,” and “science-up” learning components, respectively. The laboratory exercise involves testing aortic tissues using a novel miniaturized planar biaxial machine. This type of machine is normally reserved for use in the context of research. The relevance of the proposed laboratory as a teaching tool was assessed using student feedback. Results indicate an overall valuable and positive learning experience for students.

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Using Hands-On Physical Computing Projects to Teach Computer Programming to Biomedical Engineering Students

Journal of Biomechanical Engineering ◽

10.1115/1.4040226 ◽

2018 ◽

Vol 140 (8) ◽

Author(s):

Trevor Ham ◽

S. Cyrus Rezvanifar ◽

Vineet S. Thomas ◽

Rouzbeh Amini

Keyword(s):

Active Learning ◽

Programming Languages ◽

Biomedical Engineering ◽

Engineering Students ◽

Computer Programming ◽

Low Cost ◽

Project Based Learning ◽

Physical Computing ◽

Skill Sets ◽

Hands On

Rapid advancements in the multidisciplinary field of biomedical engineering (BME) require competitive engineers with skill sets in a broad range of subjects including biology, physiology, mechanics, circuits, and programming. Accordingly, such a need should be reflected in the training of BME students. Among those skills, computer programming is an essential tool that is used in a wide variety of applications. In this paper, we have provided our experience in incorporating project-based learning, a promising approach in active learning, for teaching computer programming to BME students. We describe a low-cost method for using physical, hands-on computing that directly relates to BME. Additionally, we detail our efforts to teach multiple programming languages in one semester and provide a detailed analysis of the outcomes. We also provide basic materials for other instructors to adapt to fit their own needs.

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Hands-on Approaches to Biomechanics Education in a Technologically Connected Classroom

10.1115/imece2001/bed-23022 ◽

2001 ◽

Author(s):

Deepak Vashishth ◽

Winson George ◽

Jennifer Smith ◽

John B. Brunski ◽

Lee Ostrander

Keyword(s):

Classroom Environment ◽

Biomedical Engineering ◽

Human Subjects ◽

Real Life ◽

Student Interest ◽

Clinical Exposure ◽

Course Content ◽

Passive Learning ◽

Life Problems ◽

Hands On

Abstract In contrast to the traditional classroom environment that promotes passive learning, the multimedia-based studio approach is considered to be a more effective tool for delivering course content as it increases active in-class involvement, teamwork experience and cooperative learning (Wilson 1994). More significantly, the studio environment provides a plethora of opportunities to include case studies that promote hands-on experience and problem-solving, illustrate real-life problems and increase student interest in the course content (Starrett and Morcos 2001). In general, engineering courses benefit from the availability of simulation and analysis software in a multimedia studio environment. Biomedical engineering courses including biomechanics, however, are not always amenable to simulation and often require the setting of complicated and expensive tests involving human subjects and hazardous materials. Furthermore, unlike traditional medical courses, biomedical engineering departments do not have extensive teaching laboratories and students have little or no clinical exposure.

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The Instructional SEM Laboratory at Iowa State University

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100164441 ◽

1996 ◽

Vol 54 ◽

pp. 396-397

Author(s):

L. S. Chumbley ◽

M. Meyer ◽

K. Fredrickson ◽

F.C. Laabs

Keyword(s):

Materials Science ◽

Computer Network ◽

Energy Dispersive Spectrometer ◽

Computer Control ◽

State University ◽

Iowa State University ◽

Internet Server ◽

Schematic Layout ◽

Hands On ◽

Improve Instruction

The Materials Science Department at Iowa State University has developed a laboratory designed to improve instruction in the use of the scanning electron microscope (SEM). The laboratory makes use of a computer network and a series of remote workstations in a classroom setting to provide students with increased hands-on access to the SEM. The laboratory has also been equipped such that distance learning via the internet can be achieved.A view of the laboratory is shown in Figure 1. The laboratory consists of a JEOL 6100 SEM, a Macintosh Quadra computer that acts as a server for the network and controls the energy dispersive spectrometer (EDS), four Macintosh computers that act as remote workstations, and a fifth Macintosh that acts as an internet server. A schematic layout of the classroom is shown in Figure 2. The workstations are connected directly to the SEM to allow joystick and computer control of the microscope. An ethernet connection between the Quadra and the workstations allows students seated there to operate the EDS. Control of the microscope and joystick is passed between the workstations by a switch-box assembly that resides at the microscope console. When the switch-box assembly is activated a direct serial line is established between the specified workstation and the microscope via the SEM’s RS-232.

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Students Involvement in Multilingual and Multicultural Community Services

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.77 ◽

2015 ◽

Vol 22 (2) ◽

pp. 77-89 ◽

Cited By ~ 2

Author(s):

Ying-Chiao Tsao

Keyword(s):

Service Learning ◽

Cultural Competence ◽

Linguistically Diverse ◽

Community Services ◽

Cultural Humility ◽

Self Assessment ◽

Multicultural Community ◽

Raising Awareness ◽

Hands On ◽

Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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A ’Hands-On’ Approach

ASHA Leader ◽

10.1044/leader.fplp.17092012.55 ◽

2012 ◽

Vol 17 (9) ◽

pp. 55-55

Author(s):

Kimberly Abts

Keyword(s):

Hands On

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Telepractice: A Survey of AuD Students Pre- and Post-Telepractice

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig18.28 ◽

2017 ◽

Vol 2 (18) ◽

pp. 28-41

Author(s):

Kelli M. Watts ◽

Laura B. Willis

Keyword(s):

Doctoral Students ◽

Graduate School ◽

Professional Services ◽

Hands On ◽

Before And After ◽

Lack Of Knowledge

Telepractice, defined by the American Speech-Language-Hearing Association (ASHA, n.d.) as “the application of telecommunications technology to the delivery of professional services at a distance by linking clinician to client, or clinician to clinician, for assessment, intervention, and/or consultation,” is a quickly growing aspect of practicing audiology. However, only 12% of audiologists are involved in providing services via telepractice (REDA International, Inc., 2002). Lack of knowledge regarding telepractice has been cited as one of the reasons many audiologists do not use telepractice to provide audiology services. This study surveyed audiology doctoral students regarding their opinions about the use of telepractice both before and after their opportunity to provide services via telepractice sessions. The authors expected that by providing students the opportunity to have hands-on training in telepractice with supervision, they would be more open to using telepractice after becoming licensed audiologists. Overall, the data indicates benefits of exposing students to telepractice while they are in graduate school.

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