Failure mode and effect analysis (FMEA) to improve collaborative project-based learning: Case study of a Study and Research Path in mechanical engineering

Abstract

Failure Mode and Effect Analysis (FMEA) is a powerful quality tool, widely used in industry, for the identification of failure modes, their effects and causes. In this work, we investigated the utility of FMEA in the education field to improve active learning processes. In our case study, the FMEA principles were adapted to assess the risk of failures in a Mechanical Engineering course on “Theory of Machines and Mechanisms” conducted through a project-based, collaborative “Study and Research Path (SRP)” methodology. The SRP is an active learning instruction format which is initiated by a generating question that leads to a sequence of derived questions and answers, and combines moments of study and inquiry. By applying the FMEA, the teaching team was able to identify the most critical failures of the process, and implement corrective actions to improve the SRP in the subsequent year. Thus, our work shows that FMEA represents a simple tool of risk assesment which can serve to identify criticality in educational process, and improve the quality of active learning.

Study and Research Path for Learning General Chemistry: Analyzing the Quality of Drinking Water

“…Table S6 compares the main characteristics of the SRP in Chemistry with the other SRPs earlier implemented in Engineering at EUSS, in SM, , TMM, , MCM, and ICT courses. The Chemistry-SRP presents some common and distinctive features with respect to these implementations, reflecting the adaptation of the SRP design to the needs of each course.…”

“…In all cases SRPs were performed in groups to train teamwork and profit from collaborative learning. In Chemistry, like in the case of SM, TMM, , and ICT, there was a problem of demotivation originated by the lack of intrinsic “sense” of these courses for Engineering majors, which the SRPs were able to solve thanks to the introduction of Q 0 ’s related to real problems. Both in the Chemistry and the TMM SRPs, the leit motiv question Q 0 derived in a few subquestions Q 0 i which were used to structure the course in several periodical blocks.…”

“…In particular, we have shown the benefits of the methodology to teach subjects of the Engineering curriculum, such as Strength of Materials (SM), 29,35 Mechanics of the Continuous Media (MCM), 3 6 Theory of Machines and Mechanisms (TMM), 37,38 and Information and Communication Technology (ICT). 39 The methodology has proved to be an engaging and efficient active-learning format, helping the acquisition of technical skills and other transversal skills such us teamwork, autonomous learning, critical thinking, and orientation to quality.…”

“…SRPs were initially introduced in Mathematics education, − where they have been implemented at different education levels, , but later extended to other fields like Management, Epidemiology, or Sports. − In recent years, we have investigated the potential of SRPs in higher-level education. In particular, we have shown the benefits of the methodology to teach subjects of the Engineering curriculum, such as Strength of Materials (SM), , Mechanics of the Continuous Media (MCM), Theory of Machines and Mechanisms (TMM), , and Information and Communication Technology (ICT) . The methodology has proved to be an engaging and efficient active-learning format, helping the acquisition of technical skills and other transversal skills such us teamwork, autonomous learning, critical thinking, and orientation to quality.…”

Study on the logical relationship between system safety and PMMEL project

“…When performing an FMEA/FMES, a correlation comparison should be completed to ensure that all significant effects identified have become basic events in the FTA. basic events in the FTA obtain their failure rates from the FMEA and/or FMES [14].…”