2024 ASEE Annual Conference & Exposition

This study presents a new active learning approach designed to enhance the educational experience in a biomaterials class through the incorporation of device case studies, a cytotoxicity testing experiment, and ethical considerations. Traditional biomaterials courses often lack hands-on experiences that bridge theoretical knowledge with practical application, limiting students' ability to grasp the real-world implications of their studies. To address this gap, we implemented a multifaceted pedagogical strategy that integrates active learning principles, laboratory experimentation, and ethical discourse.
The active learning modules were centered around case studies of biomedical devices and a cytotoxicity testing experiment. The case studies approach was to have the students address a given set of questions about material selection, device design and testing of a medical device with recommendations for improvement. Active learning activities were incorporated into the class to help students to address these questions. For example, a question about mechanical properties of polymers used in blood bags or IUDS, was addressed by engaging in-class group literature survey. A question about the biocompatibility of materials used in medical devices, was addressed through the design and execution of a laboratory experiment. The lab experimentation provided students with a hands-on opportunity to assess the biological impact of various biomaterials. Through this experiment, students gained practical skills in experimental design, data analysis, and interpretation, fostering a deeper understanding of biomaterials beyond theoretical concepts. The inclusion of ethical considerations in the biomaterial curriculum was addressed through a debate. This encouraged students to reflect on the societal implications of biomaterials research, fostering a sense of responsibility and ethical awareness among future practitioners.
The study employed both qualitative and quantitative assessment methods, including pre- and post-module surveys, and academic performance evaluations. The survey instrument captured students' self-assessment of their knowledge of medical device fundamentals, device design and device testing at the beginning and at the end of the course. The survey instrument also captured students’ perceptions toward the various active learning components introduced into the course. All surveys included a 5-point Likert scale. Results indicated a significant improvement in students' confidence, engagement, and understanding of biomaterials concepts. Surveys also show that out of the four types of active learning strategies introduced, three were highly successful. Majority of students either agree or strongly agree that the case study component (88%), lab component (88%), and the Ethics debate (78%) played an important role in their learning process. 52% of the students found the literature survey activity useful. Additionally, the final reports highlighted the positive impact of the ethical discussions on students' awareness of the broader implications of biomaterials research.
This innovative educational approach contributes to the ongoing discourse on effective teaching methods in biomaterials education and provides a blueprint for educators seeking to enhance student learning outcomes. The integration of active learning, laboratory experimentation, and ethical considerations not only enriches the educational experience but also prepares students for the complex ethical landscape they will encounter in the field of biomaterials.