Learning Environments and Evidence-Based Practices in Bioengineering and Biomedical Engineering.
Learning Environments and Evidence-Based Practices in Bioengineering and Biomedical Engineering.
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DOI：
10.1007/s43683-021-00062-z
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发表时间：
2022-01
期刊：
影响因子：
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通讯作者：
Margulies, Susan
中科院分区：
文献类型：
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作者：
Billiar, Kristen;Gaver, Donald P 3rd;Barbee, Kenneth;Singh, Anita;DesJardins, John D;Pruitt, Beth;Tranquillo, Joe;Gaudette, Glenn;Winkelstein, Beth;Makowski, Lee;Amos, Jennifer R;Saterbak, Ann;LeDoux, Joe;Helmke, Brian;Grimm, Michele;Benkeser, Paul;Segan, LeAnn Dourte;Pfister, Bryan;Meaney, David;Arinzeh, Treena;Margulies, Susan
本文简要介绍了2019年5月在俄亥俄州克利夫兰市凯斯西储大学举行的第四届BME教育峰会的学习环境轨道。本次峰会由生物工程和生物医学工程主席理事会组织，与会者包括来自100多个经认证的本科课程的300多名教师。学习环境轨道有六个互动式讲习班，促进了讨论，并在以下领域提出了建议：（1）在临床，工业和全球环境中的真实项目/问题识别，（2）课程内的经验问题/基于项目的学习，（3）在课外学习环境中的经验学习，（4）基于团队的学习，（5）教学以达到多样化的课堂，（6）创新平台和教学方法。下文各标题下概述了各次研讨会的结论、最佳做法和建议，本文件末尾列出了资源清单。
This paper provides a synopsis of discussions related to the Learning Environments track of the Fourth BME Education Summit held at Case Western Reserve University in Cleveland, Ohio in May 2019. This summit was organized by the Council of Chairs of Bioengineering and Biomedical Engineering, and participants included over 300 faculty members from 100+ accredited undergraduate programs. The Learning Environments track had six interactive workshops that provided facilitated discussion and provide recommendations in the areas of: (1) Authentic project/problem identification in clinical, industrial, and global settings, (2) Experiential problem/project-based learning within courses, (3) Experiential learning in co-curricular learning settings, (4) Team-based learning, (5) Teaching to reach a diverse classroom, and (6) innovative platforms and pedagogy. A summary of the findings, best practices and recommendations from each of the workshops is provided under separate headings below, and a list of resources is provided at the end of this paper.