Hands-on activities implemented in the classroom can be beneficial for students to reinforce their learning and concept retention [1]. In previous works, it has been demonstrated that high school students need guidance to learn new concepts in biomedical engineering courses, for example to help them navigate potential frustration during the learning processes [2]. For this reason, it is also important to carefully design hands-on activities to promote a positive interest and motivation in students to perform the activity and hence to learn from it [3] [4]. Teaching modules can be created to increase student learning in STEM concepts, using activities that students can enjoy while learning mathematical reasoning [5], suggesting that this can be used to promote conceptual learning and retention. Moreover, well-planned workshops can also help improve scientific skills, promoting a better understanding of STEM concepts [6]. This work hypothesizes that teaching modules that include hands-on activities can enhance concept retention in the BME field, by allowing students to learn and retain the concepts to later be able to apply them to a real-life application in BME.
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