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Moving a Team-Based Freshmen Biomedical Engineering and Design Course Online
Team projects and in-class interactions are the hallmark of a freshmen introductory course in biomedical engineering (BME). Our challenge was to continue team activities, mentoring, and the semester-long design project in a virtual environment after in-person classes ended due to the COVID-19 pandem...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer International Publishing
2020
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7430930/ https://www.ncbi.nlm.nih.gov/pubmed/35178530 http://dx.doi.org/10.1007/s43683-020-00005-0 |
Sumario: | Team projects and in-class interactions are the hallmark of a freshmen introductory course in biomedical engineering (BME). Our challenge was to continue team activities, mentoring, and the semester-long design project in a virtual environment after in-person classes ended due to the COVID-19 pandemic. This paper highlights some of the adaptations required to continue a large (n = 124) team-based course with students located throughout the world. Breaking up planned in-class activities into small individual assignments followed by team meetings gave groups a starting point for their discussions. Mentoring panels with upperclassmen were actually enhanced through the inclusion of alumni in a virtual environment. The end-of-semester anonymous survey results indicate that 81% of the freshmen agreed or strongly agreed that the course objectives were met, and 75% believed that the team assignments were useful learning experiences. In spite of the sudden shift to online learning, we were able to continue with both short-term and semester-long team activities. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s43683-020-00005-0) contains supplementary material, which is available to authorized users. |
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