Teaching Tissue Repair Through an Inquiry-Based Learning Bioadhesives Module.
Teaching Tissue Repair Through an Inquiry-Based Learning Bioadhesives Module.
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通过基于探究的学习生物粘合剂模块教授组织修复。
DOI：
10.1007/s43683-022-00087-y
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发表时间：
2023
期刊：
影响因子：
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通讯作者：
Weiser,JenniferR
中科院分区：
文献类型：
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作者：
Panebianco,ChristopherJ;Dutta,Poorna;Frost,JillianR;Huang,Angela;Kim,OliviaS;Iatridis,JamesC;Vernengo,AndreaJ;Weiser,JenniferR
生物胶粘剂是一类重要的生物材料，用于伤口愈合、止血和组织修复。为了开发下一代生物粘合剂，社会需要向受训者传授其设计、工程和测试方面的知识。本研究设计、实施并评估了一个实践性、探究性学习（IBL）模块，用于向本科生、硕士和博士/博士后学员教授生物胶粘剂。来自三个国际机构的大约30名学员参加了这个IBL生物粘合剂模块，该模块的设计持续约3小时。该IBL模块旨在教授学员如何将生物粘合剂用于组织修复，如何为不同的生物医学应用设计生物粘合剂，以及如何评估生物粘合剂的功效。IBL生物粘合剂模块为所有队列带来了显著的学习收益；其中，学员在测试前评估的平均得分为45.5%，测试后评估的平均得分为69.0%。本科队列的学习成绩最高，为34.2分，这是意料之中的，因为他们对生物胶粘剂的理论和应用知识最少。经过验证的调查前后评估表明，学员在完成该模块后，科学素养也有了显著提高。与前/后测试相似，科学素养的提高在本科生群体中最为显著，因为他们在科学探究方面的经验最少。导师可以使用这个模块，如所述，向本科生，硕士和博士/博士后学员介绍生物粘合剂的原理。
Bioadhesives are an important class of biomaterials for wound healing, hemostasis, and tissue repair. To develop the next generation of bioadhesives, there is a societal need to teach trainees about their design, engineering, and testing. This study designed, implemented, and evaluated a hands-on, inquiry-based learning (IBL) module to teach bioadhesives to undergraduate, master’s, and PhD/postdoctoral trainees. Approximately 30 trainees across three international institutions participated in this IBL bioadhesives module, which was designed to last approximately 3 h. This IBL module was designed to teach trainees about how bioadhesives are used for tissue repair, how to engineer bioadhesives for different biomedical applications, and how to assess the efficacy of bioadhesives. The IBL bioadhesives module resulted in significant learning gains for all cohorts; whereby, trainees scored an average of 45.5% on the pre-test assessment and 69.0% on the post-test assessment. The undergraduate cohort experienced the greatest learning gains of 34.2 points, which was expected since they had the least theoretical and applied knowledge about bioadhesives. Validated pre/post-survey assessments showed that trainees also experienced significant improvements in scientific literacy from completing this module. Similar to the pre/post-test, improvements in scientific literacy were most significant for the undergraduate cohort since they had the least amount of experience with scientific inquiry. Instructors can use this module, as described, to introduce undergraduate, master’s, and PhD/postdoctoral trainees to principles of bioadhesives.