Department of Biomedical Engineering, Georgia Institute of Technology, Atlanta, GA, USA.
Ann Biomed Eng. 2010 Oct;38(10):3257-67. doi: 10.1007/s10439-010-0063-x. Epub 2010 May 18.
This article presents a translational model of curricular design in which findings from investigating learning in university BME research laboratories (in vivo sites) are translated into design principles for educational laboratories (in vitro sites). Using these principles, an undergraduate systems physiology lab class was redesigned and then evaluated in a comparative study. Learning outcomes in a control section that utilized a technique-driven approach were compared to those found in an experimental class that embraced a problem-driven approach. Students in the experimental section demonstrated increased learning gains even when they were tasked with solving complex, ill structured problems on the bench top. The findings suggest the need for the development of new, more authentic models of learning that better approximate practices from industry and academia.
本文提出了一种课程设计的转化模式，即将大学生物医学工程研究实验室（体内场所）中学习情况的研究结果转化为教育实验室（体外场所）的设计原则。利用这些原则，对一个本科生系统生理学实验课进行了重新设计，并在对比研究中进行了评估。采用技术驱动方法的对照组的学习成果与采用问题驱动方法的实验组的学习成果进行了比较。即使在实验台上解决复杂的非结构化问题时，实验组的学生也表现出了更高的学习收益。研究结果表明，需要开发新的、更真实的学习模式，这些模式更接近工业界和学术界的实践。
