Article 2006

Fostering integrative problem solving in biomedical engineering: The PBL approach

NW
Newstetter, Wendy C.
Annals of Biomedical Engineering
Journal · Vol. 34 · Issue 2 · pp. 217-225
Abstract

Problem-Based Learning (PBL) has been instituted in the graduate and undergraduate curricula in the Department of Biomedical Engineering at Georgia Tech. The basic learning unit of the PBL approach is the tutorial group, comprising six to eight students and a facilitator. The role of the facilitator is to asks probing questions at the process level with the intent of explicitly revealing group behaviors by drawing attention to student actions. The target areas for assessment of a PBL class are self-directed inquiry, knowledge building, collaboration skills, and problem solving strategies.

Keywords

Author Keywords

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Index Keywords

Learning systems Teaching Article Vocational education Problem solving university Universities education United States professional competence Problem based learning knowledge base Problem-Based Learning Education, Professional Knowledge engineering Biomedical engineering Collaboration skills Computer supported cooperative work Problem-Based Learning (PBL) Target areas Knowledge Bases
Author Affiliations
Georgia Institute of Technology, Atlanta, GA, United States, Georgia Institute of Technology, Atlanta, GA, United States
Funding & Acknowledgements
No funding information
References 10 References
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7 Fink, Flemming K., Integration of engineering practice into curriculum - 25 years of experience with problem based learning, Proceedings - Frontiers in Education Conference, 1, pp. 11-a2, (1999)
8 Hmelo-Silver, Cindy E., Problem-Based Learning: Effects on the Early Acquisition of Cognitive Skill in Medicine, Journal of the Learning Sciences, 7, 2, pp. 173-208, (1998)
9 Hmelo-Silver, Cindy E., Problem-based learning: What and how do students learn?, Educational Psychology Review, 16, 3, pp. 235-266, (2004)
10 Handbook of Education and Human Development, (1996)
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