Biomedical engineering: yesterday, today, and tomorrow

Ghista, D. N.

doi:10.1109/51.887243

Cited by 5 publications

(1 citation statement)

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“…Two recent papers have reviewed curricula at their own institutions. Ghista (80) has reviewed plans for new biomedical engineering curricula that responds to perceived needs for engineers to support tertiary care in hospital settings in India. The discussion outlines topics to bring BME students into closer contact with clinical science and health care.…”

Section: Curriculum Issues In Biomedical Engineering Educationmentioning

confidence: 99%

Roles for Learning Sciences and Learning Technologies in Biomedical Engineering Education: A Review of Recent Advances

Harris

Bransford

Brophy

2002

Annu. Rev. Biomed. Eng.

112

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Education in biomedical engineering offers a number of challenges to all constituents of the educational process-faculty, students, and employers of graduates. Although biomedical engineering educational systems have been under development for 40 years, interest in and the pace of development of these programs has accelerated in recent years. New advances in the learning sciences have provided a framework for the reexamination of instructional paradigms in biomedical engineering. This work shows that learning environments should be learner centered, knowledge centered, assessment centered, and community centered. In addition, learning technologies offer the potential to achieve this environment with efficiency. Biomedical engineering educators are in a position to design and implement new learning systems that can take advantage of advances in learning science, learning technology, and reform in engineering education.

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Section: Curriculum Issues In Biomedical Engineering Educationmentioning

confidence: 99%

Roles for Learning Sciences and Learning Technologies in Biomedical Engineering Education: A Review of Recent Advances

Harris

Bransford

Brophy

2002

Annu. Rev. Biomed. Eng.

112

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Teaching undergraduate biomechanics with Just-in-Time Teaching

Riskowski

2015

Sports Biomechanics

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Biomechanics education is a vital component of kinesiology, sports medicine, and physical education, as well as for many biomedical engineering and bioengineering undergraduate programmes. Little research exists regarding effective teaching strategies for biomechanics. However, prior work suggests that student learning in undergraduate physics courses has been aided by using the Just-in-Time Teaching (JiTT). As physics understanding plays a role in biomechanics understanding, the purpose of study was to evaluate the use of a JiTT framework in an undergraduate biomechanics course. This two-year action-based research study evaluated three JiTT frameworks: (1) no JiTT; (2) mathematics-based JiTT; and (3) concept-based JiTT. A pre- and post-course assessment of student learning used the biomechanics concept inventory and a biomechanics concept map. A general linear model assessed differences between the course assessments by JiTT framework in order to evaluate learning and teaching effectiveness. The results indicated significantly higher learning gains and better conceptual understanding in a concept-based JiTT course, relative to a mathematics-based JiTT or no JiTT course structure. These results suggest that a course structure involving concept-based questions using a JiTT strategy may be an effective method for engaging undergraduate students and promoting learning in biomechanics courses.

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New graduate BME curriculum at the University of Technology Brno

Jan

2001 Conference Proceedings of the 23rd Annual International Conference of the IEEE Engineering in Medicine and Biology Society

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In frame of a study reform, aiming at two-stage study system (BSc, MSc), a new two-year curriculum has been developed for students of biomedical engineering, including also basics of ecological engineering. This orientation becomes now an independent study branch in the MSc stage of study at the Faculty of Electrical Engineering and Communication, UT Brno. The contribution describes, in a level of detail, the concept of the curriculum, which seems to be a reasonable compromise under given constrains. Keywords -Biomedical engineering, learning, tuition, curriculum of study, ecology 1 I. INTRODUCTIONStudy of biomedical engineering has a long tradition at the University of Technology Brno. It started already in 1967 as the so-called medical electronics branch of either electronic or control engineering. In the mentioned year, the Department of Medical Electronics was established, the predecessor of today's Department of Biomedical Engineering. This tradition is the oldest in the former Czechoslovakia (thus even in today's Czechia). Naturally, the concept of study has undergone many changes since then. Originally, medical electronics meant just emphasised orientation towards medical equipment in frame of either of the mentioned study frames; several optional specialised courses were offered. Later, it has been recognised, that certain background in biophysics and basic medical knowledge is also necessary. There was a tendency towards a specialised independent branch of study, but it started only shortly before 1989 and never reached maturity.From today's point of view, the most important change of the concept appeared after the political change in 1989. In 1990, the scope of interest of the Department was broadened, as reflected in the change of its name to Dept. of Biomedical Engineering. At that time, the system of study at the Faculty of Electrical Engineering and Computer Science was reformed so that many rather narrow specialisations were substituted by a few more generic branches, of which three were important for biomedical engineering orientation: electronics and communication, control and measurement and computer science. The main idea was to produce broadly This project has been partly supported by the grant CEZ MSM 262200011 of the Ministry of Education of the Czech Republic.oriented graduates, with solid theoretical background and ability to adapt to changing social environment during their professional life. In this frame, the Department of Biomedical Engineering offered a block of optional courses, after the passing of which the student was reasonably oriented in biomedical engineering without loosing his general orientation. This way, the graduates were still engineers (MSc) of the broad orientation of electronics, measurement or computing (thus not limited to being employed only in the BME area) but with sufficient specialised knowledge and abilities to work in a hospital, a biomedical research or in design and production of biomedical equipment. The graduates, successfully finishing certain...

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Biomedical engineering: yesterday, today, and tomorrow

Cited by 5 publications

References 0 publications

Roles for Learning Sciences and Learning Technologies in Biomedical Engineering Education: A Review of Recent Advances

Roles for Learning Sciences and Learning Technologies in Biomedical Engineering Education: A Review of Recent Advances

Teaching undergraduate biomechanics with Just-in-Time Teaching

New graduate BME curriculum at the University of Technology Brno

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