Traditional, Active and Problem-Based Learning Methods Used to Improve an Undergraduate Biomechanics Course

Abstract

Biomechanics is a core curriculum course taught in many biomedical engineering programs. Biomechanical analysis has become a necessary tool for both industry and research when developing a medical device. Despite its significance both inside and outside of the classroom, most students have demonstrated challenges in effectively mastering biomechanical concepts. Biomechanics requires adaptive skill sets needed to solve a multitude of problems from various disciplines and physiological systems. Many students taking biomechanics have not taken foundational courses that are necessary for in-depth learning and mastery of biomechanics. Consequently, limiting their ability to solve complex problems requiring strong foundations in statics, dynamics, fluid mechanics, and physiology. Active (AL) and problem-based learning (PBL) are techniques that has been widely used in medical education and allow faculty to implement engineering concepts into the context of disease solving real-world medical problems. This study investigates using both traditional and problem-based learning teaching pedagogy to enhance student learning in a senior level undergraduate biomechanics course. Results of this technique have shown an increase in student performance and self-assessments.