BME Labs in the Era of COVID-19: Transitioning a Hands-on Integrative Lab Experience to Remote Instruction Using Gamified Lab Simulations

• Published in: Biomedical engineering education 2021, Vol.1 (1), p.99-104
• Main Authors: Allen, Timothy E., Barker, Shannon D.
• Format: Article
• Language: English
• 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; Teaching Tips - Special Issue (COVID)
• ISSN: 2730-5937; 2730-5945
• DOI: 10.1007/s43683-020-00015-y

The COVID-19 induced abrupt transition to online learning that occurred in the Spring of 2020 presented particular challenges to the adaptation of hands-on laboratory courses in biomedical engineering. This paper describes the transition of such a course in one undergraduate program, assessment of this transition, and how this assessment has led to the design of the Fall 2020 online delivery format. In the spring, instruction was delivered online via asynchronous lectures and recorded video demonstrations, while raw data was provided to students to simulate specific laboratory techniques. Additionally, synchronous and asynchronous forms of student support were offered, including office hours and discussions. Student feedback was assessed via an end-of-semester survey designed specifically to analyze the students’ perceptions of the Spring 2020 transition to remote learning, as well as a comparison of Spring 2020 and Spring 2019 (when the course was taught in-person) student performance deliverables. Student performance was comparable to (or even better than) that in 2019. Students responded very positively to the transition, with most students agreeing or strongly agreeing that they had the resources needed to succeed (4.43 on a Likert scale), although on average, the students also found that the shift made learning more challenging, with increased effort required to engage with the material. Students especially found the recorded demonstration of laboratory techniques, asynchronous lectures, the learning management system chat feature, and virtual office hours useful. Many students felt that even with these resources, they still lost some of the experience that comes with in-person hands-on application, and some students found working in teams to be more challenging. While the overall approach implemented in the abrupt transition was effective in terms of student learning outcomes, engagement and immersion in a more realistic experience is a concern moving forward in Fall 2020. Based on our outcomes and on data from the literature, we will add gamified virtual lab simulations, shown to enhance student experience and create a more engaging and effective learning environment in lieu of in-person instruction.