Project Alexander the Great: An Analytical Comprehensive Study on the Global Spread of Bioengineering/Biomedical Engineering Education

Abu‐Faraj, Ziad O.

doi:10.5772/13501

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…The first section consisted of two questions and was about understanding the background of the students. The first question was the effort level of the students spent on the course; such as weak (1), average (2), adequate (3), good (4), and excellent (5). The second question was the main motivation that led them to choose the course, such as (a) suitability of the course hours, (b) interest in the subject, (c) preference of the instructor, and (d) any other personal reason.…”

Section: Discussionmentioning

confidence: 99%

“…These programs are diverse and they vary in content. [3][4][5] Today, BME consists of many specialties such as artificial organs, assistive technology and rehabilitation engineering, bio-electromagnetism, bioethics, biomaterials, biomechanics, biotechnology, biomedical instrumentation, biomedical sensors, bio-nanotechnology, bio-robotics and bio-mechatronics, clinical engineering, medical and bioinformatics, medical and biological analysis, medical imaging, neural engineering, physiological systems modeling, simulation and control, prosthetic and orthotic devices, tissue engineering, and regenerative medicine. 4,6 Each one of the key divisions in BME is considered as a field of study or research on its own.…”

Section: Introductionmentioning

confidence: 99%

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Towards Integration of the Finite Element Modeling Technique Into Biomedical Engineering Education

Mihçin

Ciklacandir

2021

Biomed. Eng. Appl. Basis Commun.

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Biomedical engineering (BME) is a multidisciplinary field, resulting in a heavy course load from different fields. We hypothesize that the engineering curriculum be tailored according to the requirements of the BME profession. In this study, we focus on the teaching of the finite element modeling (FEM) technique by redesigning the course to address the needs of the BME profession by some custom-made changes to meet the unmet needs. After the completion of the course, evaluation methods of the students were analyzed and detailed over a survey providing feedback from the students. The surveys were related to the teaching the theory of FEM, the laboratory sessions, and the project sessions. The survey results were evaluated using statistical methods. The Pearson correlation coefficient showed a linear agreement between theoretical and practical sessions indicating efficient blending of skills because of the custom-made changes. The survey analysis showed that the students were in favour of the changes, allowing them to be more resourceful and confident with their skills. The positive results indicate a positive attitude among the students towards their profession. As the course design addresses the needs of the profession allowing students to fit in better, the students might follow their own profession after graduation. A wider follow-up study might be planned next to compare the results between who received tailor-designed courses and those who did not.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%