Gait Module For Freshman Level Introductory Course In Biomedical Engineering

In an effort to improve educational methodologies in biomedical engineering, the VanderbiltNorthwestern-Texas-Harvard/MIT Engineering Research Center (VaNTH ERC) is conducting research in challenge-based methods of teaching. We have recently partnered with the VaNTH ERC to test the challenge-based approach in an urban university setting. The rationale for using a challenged-based instructional method is based on the learning science theory presented by Bransford et al. 1 on “How People Learn” (HPL). HPL theory states that learners achieve greater understanding when they are taught in learner-centered, assessment-centered, communitycentered, as well as knowledge-centered environments. When all of these environments are used in the instructional scheme, the learner is more engaged and motivated. 1 The challenge-based instructional module is delivered within the framework of the STAR-legacy cycle, 2 an action/reflection learning cycle. Challenge-based teaching is complementary to problem-based teaching; however, in challenge-based teaching the students have not been educated on all of the required skills/knowledge to complete the challenge at the time of assignment. The challenge involves leading the students to understand what skills and knowledge they must master and integrate to complete the challenge.