Exploring the Effects of Additive Manufacturing Education on Students' Engineering Design Process and its Outcomes

2019 ◽  
Vol 142 (4) ◽  
Author(s):  
Rohan Prabhu ◽  
Scarlett R. Miller ◽  
Timothy W. Simpson ◽  
Nicholas A. Meisel
Keyword(s):  
Additive Manufacturing ◽  
Engineering Design ◽  
Educational Intervention ◽  
Classroom Environment ◽  
Self Efficacy ◽  
Educational Interventions ◽  
Educational Institutions ◽  
Integrate Design ◽  
The Impact ◽  
Design Freedom

AbstractResearch in additive manufacturing (AM) has increased the use of AM in many industries, resulting in a commensurate need for a workforce skilled in AM. In order to meet this need, educational institutions have undertaken different initiatives to integrate design for additive manufacturing (DfAM) into the engineering curriculum. However, limited research has explored the impact of these educational interventions in bringing about changes in the technical goodness of students' design outcomes, particularly through the integration of DfAM concepts in an engineering classroom environment. This study explores this gap using an experimental study with 193 participants recruited from a junior-level course on mechanical engineering design. The participants were split into three educational intervention groups: (1) no DfAM, (2) restrictive DfAM, and (3) restrictive and opportunistic (dual) DfAM. The effects of the educational intervention on the participants' use of DfAM were measured through changes in (1) participants' DfAM self-efficacy, (2) technical goodness of their AM design outcomes, and (3) participants' use of DfAM-related concepts when describing and evaluating their AM designs. The results showed that while all three educational interventions result in similar changes in the participants' opportunistic DfAM self-efficacy, participants who receive only restrictive DfAM inputs show the greatest increase in their restrictive DfAM self-efficacy. Further, we see that despite these differences, all three groups show a similar decrease in the technical goodness of their AM designs, after attending the lectures. A content analysis of the participants' design descriptions and evaluations revealed a simplification of their design geometries, which provides a possible explanation for the decrease in their technical goodness, despite the encouragement to utilize the design freedom of AM to improve functionality or optimize the weight of the structure. These results emphasize the need for more in-depth DfAM education to encourage the use of both opportunistic and restrictive DfAM during student design challenges. The results also highlight the possible influence of how the design problem is stated on the use of DfAM in solving it.

The Earlier the Better? Investigating the Importance of Timing on Effectiveness of Design for Additive Manufacturing Education

2018 ◽  
Author(s):  
Rohan Prabhu ◽  
Scarlett R. Miller ◽  
Timothy W. Simpson ◽  
Nicholas A. Meisel
Keyword(s):  
Additive Manufacturing ◽  
Self Efficacy ◽  
Educational Interventions ◽  
Layer By Layer ◽  
Design For Additive Manufacturing ◽  
Layer Deposition ◽  
Subtractive Manufacturing ◽  
The Impact ◽  
Design Ideas ◽  
Am Processes

Additive Manufacturing (AM) is a novel process that enables the manufacturing of complex geometries through layer-by-layer deposition of material. AM processes provide a stark contrast to traditional, subtractive manufacturing processes, which has resulted in the emergence of design for additive manufacturing (DfAM) to capitalize on AM’s capabilities. In order to support the increasing use of AM in engineering, it is important to shift from the traditional design for manufacturing and assembly mindset, towards integrating DfAM. To facilitate this, DfAM must be included in the engineering design curriculum in a manner that has the highest impact. While previous research has systematically organized DfAM concepts into process capability-based (opportunistic) and limitation-based (restrictive) considerations, limited research has been conducted on the impact of teaching DfAM on the student’s design process. This study investigates this interaction by comparing two DfAM educational interventions conducted at different points in the academic semester. The two versions are compared by evaluating the students’ perceived utility, change in self-efficacy, and the use of DfAM concepts in design. The results show that introducing DfAM early in the semester when students have little previous experience in AM resulted in the largest gains in students perceiving utility in learning about DfAM concepts and DfAM self-efficacy gains. Further, we see that this increase relates to greater application of opportunistic DfAM concepts in student design ideas in a DfAM challenge. However, no difference was seen in the application of restrictive DfAM concepts between the two interventions. These results can be used to guide the design and implementation of DfAM education.

Break It Down: Comparing the Effects of Lecture- and Module-Style Design for Additive Manufacturing Educational Interventions on Students’ Learning and Creativity

2021 ◽  
Author(s):  
Rohan Prabhu ◽  
Timothy W. Simpson ◽  
Scarlett R. Miller ◽  
Nicholas A. Meisel
Keyword(s):  
Additive Manufacturing ◽  
Educational Intervention ◽  
Self Efficacy ◽  
Educational Interventions ◽  
Evaluation Metrics ◽  
Single Session ◽  
Information Retention ◽  
Design Creativity ◽  
Am Processes ◽  
Design For Am

Abstract Given the growing presence of additive manufacturing (AM) processes in engineering design and manufacturing, there has emerged an increased interest in introducing AM and design for AM (DfAM) educational interventions in engineering education. Several researchers have proposed AM and DfAM educational interventions; however, some argue that these efforts might not be sufficient to develop higher-level skills among engineers (e.g., identifying design opportunities that leverage AM capabilities). Prior work has shown that longer, distributed educational interventions are more effective in encouraging learning and information retention; however, these interventions could also be time-consuming and expensive to implement. Therefore, there is a need to test the effectiveness of longer, distributed DfAM educational interventions compared to shorter, lecture-style interventions. Our aim in this research is to explore this research gap through an experimental study. Specifically, we compared two variations of a DfAM educational intervention: (1) a module-style intervention spread over two sessions with the introduction of DfAM evaluation metrics, and (2) a lecture-style intervention completed in a single session with no evaluation metrics introduced. From our results, we see that students who received the module-style intervention reported a greater increase in their DfAM self-efficacy. Additionally, students who received the module-style intervention reported having given a greater emphasis on part consolidation and feature size. Finally, we observe that the structure of the educational intervention did not influence the creativity of ideas generated by the participants. These findings highlight the utility of module-style DfAM educational interventions towards increasing DfAM self-efficacy, but not necessarily design creativity. Moreover, these findings highlight the need to formulate educational interventions that are effective and efficient.

Development of a multimedia intervention to improve pneumoconiosis prevention in construction workers using RE-AIM framework

2021 ◽  
Author(s):  
Jieling Chen ◽  
Cho Lee Wong ◽  
Bernard Man Hin Law ◽  
Winnie Kwok Wei So ◽  
Doris Yin Ping Leung ◽  
...  
Keyword(s):  
South Asian ◽  
Educational Intervention ◽  
Self Efficacy ◽  
Intervention Mapping ◽  
Intervention Development ◽  
Educational Interventions ◽  
Construction Workers ◽  
Post Intervention ◽  
Cohen’S D ◽  
Cohen's D

Summary Pneumoconiosis is a common occupational lung disease among construction workers. Educational interventions targeting specific ethnic groups of construction workers are of benefit for pneumoconiosis prevention. The aim of this study was to develop a multimedia educational intervention for pneumoconiosis prevention for South Asian construction workers, and to evaluate its feasibility, acceptability and effectiveness in increasing knowledge of pneumoconiosis, modifying beliefs about pneumoconiosis, and enhancing intention to implement measures for its prevention among the workers. This evaluation was performed using the Reach-Effectiveness-Adoption-Implementation-Maintenance framework. A one-group design was adopted and intervention mapping was used to guide the process of intervention development, while the Health Belief Model guided the development of intervention content. The intervention was delivered at construction sites, ethnic minority associations and South Asian community centres. Data were collected via surveys completed at pre-intervention, post-intervention and 3 months after the intervention. A total of 1002 South Asian construction workers participated in the intervention. The participants reported a moderate-to-large increase in knowledge, perceived susceptibility, perceived severity, perceived benefits, cues to action and self-efficacy (Cohen’s d: 0.37–0.89), a small reduction in perceived barriers (Cohen’s d = 0.12) and a moderate improvement in attitudes and intention to practice (Cohen’s d: 0.45, 0.51) at post-intervention. A follow-up survey of 121 participants found that the implementation of preventive measures appeared to increase. Overall, the findings demonstrate that the implementation of a culturally adapted multimedia educational intervention could be an effective approach to improving knowledge, self-efficacy and intention regarding pneumoconiosis prevention among South Asian construction workers.

scholarly journals THE IMPACT OF TEACHER SELF-EFFICACY ON TEACHING TECHNIQUES: TRADITIONAL OR CONTEMPORARY?

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Ümit Levent Değirmencioğlu
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Classroom Environment ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Teaching Techniques ◽  
Factors Affecting ◽  
Efl Teachers ◽  
Teacher Self Efficacy ◽  
The Impact

There are countless factors that impact the process of second language learning and teaching in both positive and negative ways. These factors are not limited to only student-oriented factors since some of them might stem from teachers themselves as well. One of the teacher-oriented factors that shape the learning/ teaching process is teacher’s levels of self-efficacy. For decades, teacher self-efficacy has been holding its position as being one of the most popular topics of investigation. Many studies have been conducted to further understand its effect on classroom environment. These studies have put forward a great deal of invaluable findings. However, only a few examined its effects on teaching methods and techniques used in the classroom. The present study set out to investigate this issue by collecting data from 64 EFL teachers, using both quantitative and qualitative methods with a three-staged survey. The findings showed: 1) Turkish EFL teachers have moderately high teacher self-efficacy, 2) age and gender are not factors affecting teacher self-efficacy while teaching experience is, 3) teachers with high self-efficacy use more modern techniques in their lessons and 4) high self-efficacy leads teachers to more implementations of communicative and collaborative tasks. The findings have numerous implications for further research that will be conducted in Turkey as they shed light on the relationship between teacher self-efficacy and teaching methods. Teachers of foreign languages should also be aware of the teaching implications that have been suggested throughout the study and criticize their teaching techniques in terms of traditional or contemporary, by bearing in mind their levels of self-efficacy. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0796/a.php" alt="Hit counter" /></p>

Complex Solutions for Complex Problems? Exploring the Role of Design Task Choice on Learning, Design for Additive Manufacturing Use, and Creativity

2019 ◽  
Vol 142 (3) ◽  
Author(s):  
Rohan Prabhu ◽  
Scarlett R. Miller ◽  
Timothy W. Simpson ◽  
Nicholas A. Meisel
Keyword(s):  
Additive Manufacturing ◽  
Self Efficacy ◽  
Engineering Students ◽  
Educational Interventions ◽  
Problem Statement ◽  
Design Task ◽  
Complex Solutions ◽  
Future Work ◽  
Am Processes

Abstract The integration of additive manufacturing (AM) processes in many industries has led to the need for AM education and training, particularly on design for AM (DfAM). To meet this growing need, several academic institutions have implemented educational interventions, especially project- and problem-based, for AM education; however, limited research has explored how the choice of the problem statement influences the design outcomes of a task-based AM/DfAM intervention. This research explores this gap in the literature through an experimental study with 175 undergraduate engineering students. Specifically, the study compared the effects of restrictive and dual (restrictive and opportunistic) DfAM education, when introduced through design tasks that differed in the explicit use of design objectives and functional and manufacturing constraints in defining them. The effects of the intervention were measured through (1) changes in participant DfAM self-efficacy, (2) participants' self-reported emphasis on DfAM, and (3) the creativity of participants' design outcomes. The results show that the choice of the design task has a significant effect on the participants' self-efficacy with, and their self-reported emphasis on, certain DfAM concepts. The results also show that the design task containing explicit constraints and objectives results in participants generating ideas with greater uniqueness compared with the design task with fewer explicit constraints and objectives. These findings highlight the importance of the chosen problem statement on the outcomes of a DfAM educational intervention, and future work is also discussed.

Health care worker attitudes about clinical trials at a comprehensive cancer center.

2013 ◽  
Vol 31 (15_suppl) ◽  
pp. e20633-e20633
Author(s):  
Erica Leigh Campagnaro ◽  
Seunghee Margevicius ◽  
Barbara J. Daly ◽  
Jennifer Rachel Eads ◽  
Tyler G. Kinzy ◽  
...  
Keyword(s):  
Health Care ◽  
Clinical Trials ◽  
Self Efficacy ◽  
Small Sample Size ◽  
Educational Interventions ◽  
Small Sample ◽  
Comprehensive Cancer Center ◽  
Cancer Center ◽  
Normative Beliefs ◽  
The Impact

e20633 Background: Cancer patient (pt) participation in clinical trials (CT) is low. Little is known about the beliefs and attitudes of health care workers (HCW) and how they impact intention to discuss CT with pts. The overall goal of this project was to develop a conceptual model to guide future interventions to enhance communication about CT between HCW and cancer pts. Methods: Two email surveys of non-physician HCW at an NCI-designated comprehensive cancer center were conducted. The first was sent to a random sample of 150 HCW. The second was sent to 80 who completed the first survey. Based on our prior work (Eads et al. ASCO 2011) and Ajzen’s Theory of Planned Behavior, domains of the first included CT knowledge (19 items, agree/disagree) and attitudes (27 items, 5-point Likert); the second included normative beliefs about institutional attitudes toward CT (6 items, 5-point Likert), self-efficacy about engaging in discussion about CT (14 items, 5-point Likert), and intention to discuss CT with pts (4 items, 7-point Likert). Results: 41 HCW completed both anonymous surveys; 27 could be matched by demographics. Median age of matched respondents was 44.3 yrs (range 24-63), 26 female, 22 caucasian, 9 nurses. Overall, CT knowledge was high (median 17/19 items correct). There were strong associations between attitudes and self-efficacy (Spearman r=-0.425, p=0.03), as well as perceived normative beliefs and self-efficacy (r=0.651, p=0.0002). These associations were strong amongst nurses (r=-0.818, p=0.007 and r=0.656, p=0.05, respectively), with a particularly strong correlation between self-efficacy and intention to discuss clinical trials with pts (r=0.891, p=0.001). Conclusions: In spite of a small sample size, these pilot data strongly support a behavioral framework to understand and address the impact of HCW attitudes and beliefs about CT on discussions of CT with pts. Insofar as HCW (especially nurses) have substantial pt contact, and serve as a resource for pts regarding treatment decisions, educational interventions to address HCW barriers to discussing CT with pts (i.e. attitudes, beliefs, and self-efficacy) could positively impact pt attitudes and improve decision making.

scholarly journals THE IMPACT OF AN IN-SERVICE TRAINING PROGRAM ON THE SELF-EFFICACY OF SPECIAL AND GENERAL EDUCATION TEACHERS

2015 ◽  
Vol 64 (1) ◽  
pp. 95-107
Author(s):  
Sotiria Tzivinikou
Keyword(s):  
Professional Development ◽  
Special Education ◽  
General Education ◽  
Training Program ◽  
Self Efficacy ◽  
Positive Impact ◽  
Continuing Professional Development ◽  
Educational Interventions ◽  
Service Training ◽  
The Impact

Teachers’ professional development is the key to education improvement. On that basis, the present study aimed to investigate the impact of a 6-month in-service training program in the context of the continuing professional development for educators on educational practice. The main objective of the training program was to improve the educators’ teaching skills, to enrich their practices with the most effective strategies and with the newest findings from research evidence in order to increase the quality of their educational interventions for students with special educational needs. An innovation of that program was the simultaneous training of both general and special education teachers in pairs, smoothing the dividing lines between general and special education in their daily instructional practice. The participants were 30 educators, divided into 15 pairs. Each pair was working in the same inclusive school sharing the responsibility of the educational support of a student with learning problems. The estimation of the impact of the program was investigated by measuring the educators’ increasing sense of self-efficacy in relation to their instructional skills and overall effectiveness of their educational interventions for their students with learning difficulties. A pre and post evaluation research design was employed and the findings showed that the training program had a positive impact on the educators’ self-efficacy and their effectiveness regarding collaborative educational interventions for their students. Key words: continuing professional development, in-service training, self-efficacy.

scholarly journals A study to assess knowledge and skill among doctors about hand hygiene, WHO five moments, personal protective equipment’s and assess the impact of educational intervention, in tertiary care hospital, Al Qassim provenance of Saudi Arabia

2018 ◽  
Vol 5 (9) ◽  
pp. 3796
Author(s):  
Sanjay Kumar Gupta ◽  
Fahd Khaleefah Al Khaleefah ◽  
Ibrahim Saifi Al Harbi ◽  
Sinimol Jabar ◽  
Marilou A. Torre ◽  
...  
Keyword(s):  
Hand Hygiene ◽  
Educational Intervention ◽  
Tertiary Care ◽  
Educational Interventions ◽  
Infection Prevention And Control ◽  
Care Hospital ◽  
Effective Measure ◽  
Knowledge And Skills ◽  
Study Results ◽  
The Impact

Background: Hand hygiene (HH) is now to be considered as one of the most important effective measure of infection control activities. This is because enough scientific evidence suggested the observation that if properly implemented, hand hygiene alone can significantly reduce the risk of cross-transmission of infection in healthcare facilities.Methods: Hospital based educational intervention.Results: The study results showed the overall improvement pre and post educational intervention regarding hand hygiene skills, five moments and donning and doffing of PPE was significantly improved from 56.50% to 94.51%. If we see the knowledge and skills among doctors between department than we found significantly low knowledge and skills among (pre-interventional) doctors of radiology 23.33% followed by orthopedics 42.50%. The post educational interventions improvement in intensive care unit, laboratory, ENT and dental department were near 100% and lowest observed in departments in pediatrics (84%).Conclusions: The study shows that need for the doctors to increase their knowledge and skill related to infection prevention and control practice by assessing their existing knowledge and skills in small groups and according to observations intervention also plan and its improved knowledge and skill significantly.

Complex Solutions for Complex Problems?: Exploring the Effects of Task Complexity on Student Use of Design for Additive Manufacturing and Creativity

2019 ◽  
Author(s):  
Rohan Prabhu ◽  
Scarlett R. Miller ◽  
Timothy W. Simpson ◽  
Nicholas A. Meisel
Keyword(s):  
Additive Manufacturing ◽  
Self Efficacy ◽  
Engineering Students ◽  
Task Complexity ◽  
Educational Interventions ◽  
Problem Statement ◽  
Design Task ◽  
Complex Design ◽  
Complex Solutions ◽  
Future Work

Abstract The integration of additive manufacturing (AM) processes in many industries has led to the need for AM education and training, particularly on design for AM (DfAM). To meet this growing need, several academic institutions have implemented educational interventions, especially project- and problem-based, for AM education; however, limited research has explored how the choice of the problem statement influences the design outcomes of a task-based AM/DfAM intervention. This research explores this gap in the literature through an experimental study with 222 undergraduate engineering students. Specifically, the study compared the effects of restrictive and dual (restrictive and opportunistic) DfAM education, when introduced through either a simple or complex design task. The effects of the intervention were measured through (1) changes in student DfAM self-efficacy, (2) student self-reported emphasis on DfAM, and (3) the creativity of student AM designs. The results show that the complexity of the design task has a significant effect on the participants’ self-efficacy with, and self-reported emphasis on, certain DfAM concepts. The results also show that the complex design task results in participants generating ideas with greater median uniqueness compared to the simple design task. These findings highlight the importance of the chosen problem statement on the outcomes of a DfAM educational intervention, and future work is also discussed.

Effects of a Video-Based Preoperative Educational Intervention Plus Nurse-Led Reinforcement Discussion on Knowledge, Self-Efficacy, and Resilience in Patients Undergoing Major Surgery

2021 ◽  
pp. 105477382098691
Author(s):  
Silvia Gonella ◽  
Cristina Delfino ◽  
Monica Rolfo ◽  
Alessio Rizzo ◽  
Valeria Esposito ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Self Efficacy ◽  
Complete Data ◽  
Major Surgery ◽  
Patient Knowledge ◽  
One To One ◽  
The Impact ◽  
Combined Intervention

This study aimed to verify the feasibility of a video-based preoperative educational intervention plus one-to-one, nurse-led reinforcement discussion in patients undergoing elective major surgery and to assess the impact of this combined intervention on patient- and nurse-perceived patient knowledge, self-efficacy, and resilience. Patients received written material at pre-admission and were offered the intervention at admission. Patients reported their knowledge and self-efficacy at pre-admission and after the intervention, and resilience at pre-admission and discharge. Nurses assessed patients’ knowledge and self-efficacy after the intervention. In all, 88/97 (90.7%) patients completed the intervention. The 80 patients with complete data reported a significant increase in their knowledge ( p < .001) and self-efficacy ( p < .001), but no difference in resilience ( p = .72). Nurse-perceived patient knowledge agreed with patients’ perceptions ( p = .57) but nurses scored patients’ self-efficacy lower ( p < .001). The combined intervention was feasible, and patients perceived an improvement in their knowledge and self-efficacy. Nurses’ assessment partially agreed with patients’ perceptions.

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