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Teaching Tissue Repair Through an Inquiry-Based Learning Bioadhesives Module
Bioadhesives are an important class of biomaterials for wound healing, hemostasis, and tissue repair. To develop the next generation of bioadhesives, there is a societal need to teach trainees about their design, engineering, and testing. This study designed, implemented, and evaluated a hands-on, i...
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| Published in: | Biomedical engineering education 2023, Vol.3 (1), p.61-74 |
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| cites | cdi_FETCH-LOGICAL-c248y-2dae6355ad77bab91bbcf9e2d4543310a5e42b40afed83e7f7def05ad0721d13 |
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| container_title | Biomedical engineering education |
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| creator | Panebianco, Christopher J. Dutta, Poorna Frost, Jillian R. Huang, Angela Kim, Olivia S. Iatridis, James C. Vernengo, Andrea J. Weiser, Jennifer R. |
| description | Bioadhesives are an important class of biomaterials for wound healing, hemostasis, and tissue repair. To develop the next generation of bioadhesives, there is a societal need to teach trainees about their design, engineering, and testing. This study designed, implemented, and evaluated a hands-on, inquiry-based learning (IBL) module to teach bioadhesives to undergraduate, master’s, and PhD/postdoctoral trainees. Approximately 30 trainees across three international institutions participated in this IBL bioadhesives module, which was designed to last approximately 3 h. This IBL module was designed to teach trainees about how bioadhesives are used for tissue repair, how to engineer bioadhesives for different biomedical applications, and how to assess the efficacy of bioadhesives. The IBL bioadhesives module resulted in significant learning gains for all cohorts; whereby, trainees scored an average of 45.5% on the pre-test assessment and 69.0% on the post-test assessment. The undergraduate cohort experienced the greatest learning gains of 34.2 points, which was expected since they had the least theoretical and applied knowledge about bioadhesives. Validated pre/post-survey assessments showed that trainees also experienced significant improvements in scientific literacy from completing this module. Similar to the pre/post-test, improvements in scientific literacy were most significant for the undergraduate cohort since they had the least amount of experience with scientific inquiry. Instructors can use this module, as described, to introduce undergraduate, master’s, and PhD/postdoctoral trainees to principles of bioadhesives. |
| doi_str_mv | 10.1007/s43683-022-00087-y |
| format | article |
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To develop the next generation of bioadhesives, there is a societal need to teach trainees about their design, engineering, and testing. This study designed, implemented, and evaluated a hands-on, inquiry-based learning (IBL) module to teach bioadhesives to undergraduate, master’s, and PhD/postdoctoral trainees. Approximately 30 trainees across three international institutions participated in this IBL bioadhesives module, which was designed to last approximately 3 h. This IBL module was designed to teach trainees about how bioadhesives are used for tissue repair, how to engineer bioadhesives for different biomedical applications, and how to assess the efficacy of bioadhesives. The IBL bioadhesives module resulted in significant learning gains for all cohorts; whereby, trainees scored an average of 45.5% on the pre-test assessment and 69.0% on the post-test assessment. The undergraduate cohort experienced the greatest learning gains of 34.2 points, which was expected since they had the least theoretical and applied knowledge about bioadhesives. Validated pre/post-survey assessments showed that trainees also experienced significant improvements in scientific literacy from completing this module. Similar to the pre/post-test, improvements in scientific literacy were most significant for the undergraduate cohort since they had the least amount of experience with scientific inquiry. 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Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</rights><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c248y-2dae6355ad77bab91bbcf9e2d4543310a5e42b40afed83e7f7def05ad0721d13</citedby><cites>FETCH-LOGICAL-c248y-2dae6355ad77bab91bbcf9e2d4543310a5e42b40afed83e7f7def05ad0721d13</cites><orcidid>0000-0003-2634-9107 ; 0000-0002-3272-3532 ; 0000-0002-0354-3962 ; 0000-0001-5979-6267 ; 0000-0002-5143-7435 ; 0000-0001-8683-5743 ; 0000-0002-3578-3469 ; 0000-0002-2186-0590</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,315,786,790,891,27957,27958</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/37200536$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Panebianco, Christopher J.</creatorcontrib><creatorcontrib>Dutta, Poorna</creatorcontrib><creatorcontrib>Frost, Jillian R.</creatorcontrib><creatorcontrib>Huang, Angela</creatorcontrib><creatorcontrib>Kim, Olivia S.</creatorcontrib><creatorcontrib>Iatridis, James C.</creatorcontrib><creatorcontrib>Vernengo, Andrea J.</creatorcontrib><creatorcontrib>Weiser, Jennifer R.</creatorcontrib><title>Teaching Tissue Repair Through an Inquiry-Based Learning Bioadhesives Module</title><title>Biomedical engineering education</title><addtitle>Biomed Eng Education</addtitle><addtitle>Biomed Eng Educ</addtitle><description>Bioadhesives are an important class of biomaterials for wound healing, hemostasis, and tissue repair. To develop the next generation of bioadhesives, there is a societal need to teach trainees about their design, engineering, and testing. This study designed, implemented, and evaluated a hands-on, inquiry-based learning (IBL) module to teach bioadhesives to undergraduate, master’s, and PhD/postdoctoral trainees. Approximately 30 trainees across three international institutions participated in this IBL bioadhesives module, which was designed to last approximately 3 h. This IBL module was designed to teach trainees about how bioadhesives are used for tissue repair, how to engineer bioadhesives for different biomedical applications, and how to assess the efficacy of bioadhesives. The IBL bioadhesives module resulted in significant learning gains for all cohorts; whereby, trainees scored an average of 45.5% on the pre-test assessment and 69.0% on the post-test assessment. The undergraduate cohort experienced the greatest learning gains of 34.2 points, which was expected since they had the least theoretical and applied knowledge about bioadhesives. Validated pre/post-survey assessments showed that trainees also experienced significant improvements in scientific literacy from completing this module. Similar to the pre/post-test, improvements in scientific literacy were most significant for the undergraduate cohort since they had the least amount of experience with scientific inquiry. 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CJP, PD, JRF, AH, and OSK performed data collection, analysis, and interpretation. CJP, PD, JRF, AH, and OSK wrote the manuscript. All authors edited the manuscript and approved the final version.</notes><abstract>Bioadhesives are an important class of biomaterials for wound healing, hemostasis, and tissue repair. To develop the next generation of bioadhesives, there is a societal need to teach trainees about their design, engineering, and testing. This study designed, implemented, and evaluated a hands-on, inquiry-based learning (IBL) module to teach bioadhesives to undergraduate, master’s, and PhD/postdoctoral trainees. Approximately 30 trainees across three international institutions participated in this IBL bioadhesives module, which was designed to last approximately 3 h. 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| subjects | Biological and Medical Physics Biomedical and Life Sciences Biomedical Engineering and Bioengineering Biomedical Engineering/Biotechnology Biomedicine Biophysics Computer Appl. in Life Sciences Engineering/Technology Education Innovation Article |
| title | Teaching Tissue Repair Through an Inquiry-Based Learning Bioadhesives Module |
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