Using Problem-Based Learning to Reengineer a Lecture-Based Cell and Molecular Biology Undergraduate Course

• In Event: Roundtable Session 127
  In Roundtable Session: Scientists and Educators Working Together

Abstract

Due to the highly interdisciplinary and applied nature of Biomedical/BioEngineering, the education of future biomedical engineers (BME) requires new approaches. Oftentimes BME graduates are asked to be problem-solvers (i.e. doers) and yet students are required to master biological principles through traditional didactic approaches (i.e. lectures). We redesigned the traditional lecture-based cell and molecular biology class within the X Y Z University (Xx Univ) BME curriculum with the goal of preparing students for the real-life expectations of the BME professional community. This paper presents the lessons we learned while engineering a pedagogical shift from lecture- based instruction to a Problem-based Learning approach. Our discoveries were then used to inform redesign of the next iteration of the course.

Authors

• Barbara Burks Fasse, Georgia Institute of Technology

• Thomas Barker, Georgia Institute of Technology