Roles for learning sciences and learning technologies in biomedical engineering education: a review of recent advances.
Education in biomedical engineering offers a number of challenges to all constituents of the educational process-faculty, students, and employers of graduates. Although biomedical engineering educational systems have been under development for 40 years, interest in and the pace of development of these programs has accelerated in recent years. New advances in the learning sciences have provided a framework for the reexamination of instructional paradigms in biomedical engineering. This work shows that learning environments should be learner centered, knowledge centered, assessment centered, and community centered. In addition, learning technologies offer the potential to achieve this environment with efficiency. Biomedical engineering educators are in a position to design and implement new learning systems that can take advantage of advances in learning science, learning technology, and reform in engineering education.
Harris
Thomas R
TR
Department of Biomedical Engineering, Vanderbilt University, Nashville, Tennessee 37235, USA. thomas.r.harris@vanderbilt.edu
Bransford
John D
JD
Brophy
Sean P
SP
D001698:Biomedical Engineering / Q000193:education*; D003194:Computer-Assisted Instruction / Q000379:methods*; D003479:Curriculum / Q000639:trends; D004502:Education, Medical, Continuing / Q000379:methods / Q000639:trends; D018961:Educational Technology / Q000379:methods* / Q000639:trends*; D006801:Humans; D020407:Internet; D007858:Learning; D013677:Medical Laboratory Science / Q000193:education / Q000639:trends; D017145:Models, Educational; D016730:Program Development / Q000379:methods*; D014481:United States