REINVENTING DESIGN LEARNING IN BIOENGINEERING WITH AUTHENTICITY AND PROJECT-BASED LEARNING

Abstract

The course BGM720 – Conception en bio-ingénierie is pivotal in the bioengineering pathways of four engineering programs at Université de Sherbrooke (UdeS). However, it faced several challenges, such as complex and abstract content that hindered student engagement, and limited use of formative assessments for self-improvement. To address these challenges, we used a project-based learning (PjBL) approach. We revamped the existing design project and its assessment procedures to make them more authentic. In fall 2024, students were asked to design a myoelectric hand prosthesis as a team, following the procedures specific to the medical device field. Design history files and design reviews served as assessments. We evaluated the changes mainly through questionnaires. The vast majority of students perceived they achieved training objectives, appreciated PjBL, engaged in the design project, and found the assessment relevant. Bringing the design project and its evaluation closer to authentic practices helped us mitigate the challenges we encountered.