Situated learning makes easy learning for the biomedical engineering students in blood physiology

Abstract

Background Blood physiology is difficult to be understood and remembered for biomedical engineering students by traditional teaching method. In this study, we aim to know whether situated learning was helpful for students learning the key points of theoretical knowledge in blood physiology. Methods In the study group (2019), 51 sophomores were randomly divided into two smaller teams. Team A was provided with the script of wisdom tooth extraction, which contains the knowledge of hemostasis and coagulation. Team B was provided with a script of rescue in the intensive care unit, which contains the knowledge of blood type and blood transfusion. In the control group(2018), 52 sophomores participated in traditional lectures given by the teacher with the aid of PowerPoint slides. After class, students from both groups completed the theoretical test, and their test scores were compared. In addition, we designed a questionnaire to get feedback from the study group. Results The theoretical test showed the scores in the study group were higher than those in the control group(2018). The questionnaire analysis showed the positive role of situated learning in learning the key points. Conclusions To sum up, situated learning makes easy learning for undergraduate in blood physiology.