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• W2245494340 abstract "The concepts underlying capillary filtration are fundamental topics in physiology courses taught to undergraduate and graduate biomedical engineering students as well as medical students. Conveying these complex biomedical concepts to diverse engineering audiences in the classroom requires novel techniques to achieve true mastery of the material. Over the years, students have reported anecdotally that this material is difficult to fully comprehend. Furthermore, student performance on exam questions regarding capillary filtration does not correlate with overall student exam performance. These concerns led us to strive to improve instruction of this material. Therefore, a module that presents capillary filtration in the context of glomerular filtration has been developed and incorporated into the curriculum of the Harvard-MIT Division of Health Sciences and Technology (HST) renal pathophysiology course. Module design is based on the learning and teaching principles outlined in How People Learn1. The module replaces the traditional instruction of capillary filtration, which consisted of a lecture, paper based problem set and assigned textbook reading with two new interactive online exercises that present content and provide real time formative assessment to students, separated by an in-class lecture. A novel java based simulation of glomerular filtration was developed to permit manipulation of independent variables while displaying the dependent variables. The simulation both expands the range of examples that are presented by the lecturer, facilitates interaction between students and the lecturer, and allows students to explore the subject on their own. Knowledge based outcomes demonstrate that students taught using the module have improved mastery of the three learning objectives compared to those taught using traditional instructional techniques. Subjective feedback from students and faculty following implementation of the module was positive. Analysis of subsets of data collected during the past three years of module use provides insight into its effectiveness for the instruction of a diverse population. While the majority of students preferred the module to traditional instruction with a textbook and problem set, an analysis of student feedback based on each student's undergraduate major and graduate program type revealed that the novel module is most preferred by students who have a background in biomedical engineering (and less so by those with a physical sciences or biological sciences background) and by students in a Ph.D. program (and less so by those in an MD or MD/Ph.D. program). This analysis encourages the development of a more individualized module, allowing more remediation for students who require it and trying to meet the needs of students who have had less exposure to these concepts and these modalities of instruction." @default.
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• W2245494340 date "2005-01-01" @default.
• W2245494340 modified "2023-09-23" @default.
• W2245494340 title "Novel capillary filtration module bridges biomedical sciences and engineering to improve interdisciplinary education" @default.
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