Problem-Based Learning in Biomechanics: Advantages, Challenges, and Implementation Strategies

Abstract

Problem-based learning (PBL) has been shown to be effective in biomedical engineering education, particularly in motivating student learning, increasing knowledge retention, and developing problem solving, communication, and teamwork skills. However, PBL adoption remains limited by real challenges in effective implementation. In this paper, we review the literature on advantages and challenges of PBL and present our own experiences. We also provide practical guidelines for implementing PBL, including two examples of PBL modules from biomechanics courses at two different institutions. Overall, we conclude that the benefits for both professors and students support the use of PBL in biomedical engineering education.

Students’ and Teachers’ Experiences With the Implementation of Problem-Based Learning at a University Law School

“…For example, teachers ought to not directly provide information, but let students lead the discussion. Changing teacher style is challenging for teachers (Ertmer & Simons, 2006;Kaufman & Holmes, 1996;Morss Clyne & Billiar, 2016) dissatisfaction. Moreover, these changes in the activities of the given courses require time and effort, which could also cause dissatisfaction.…”

Guided Hands‐On Activities Can Improve Student Learning in a Lecture‐Based Qualitative Biomechanics Course

“…To overcome a lack of guided hands‐on laboratory experiences, instructors could incorporate into lecture, activities that use concrete materials to allow students to make connections from the abstract concepts to bodily movements (Carbonneau and Marley, ). Hands‐on learning activities are not new to science education (Paris et al, ; Akerson et al, ; Klahr et al, ; Clyne and Billiar, ; Schwichow et al, ). However, the majority of studies compare a hands‐on condition where the mode of instruction is entirely presented through the hands‐on activity to a lecture based or direct instructional methods with no intermediate condition.…”

“…Similar results (better test scores compared to less guidance) were produced from a study of the effects of level of guidance during gross anatomy laboratory (Kooloos et al, ). A problem‐based learning experience that combines hands‐on activities and guidance have also been recently shown to enhance learning compared to traditional biomechanics lecture (Clyne and Billiar, ). As of yet, there has been little research comparing guided and unguided hands‐on activity methods to traditional biomechanics lecture.…”

Canine hip forces: The ups and downs of project-based learning of static equilibrium

“…Further, implementing PBL in the classroom can be daunting for faculty (Freeman, Eddy et al 2014). Descriptions of how to implement PBL techniques in adequate detail, e.g., in (Clyne and Billiar 2016), and evidences of their effectiveness are critical for encouraging faculty members to adopt such techniques (Fairweather 2010).…”