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首页> 外文期刊>International Journal of STEM Education >Student learning outcomes from a pilot medical innovations course with nursing, engineering, and biology undergraduate students
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Student learning outcomes from a pilot medical innovations course with nursing, engineering, and biology undergraduate students

机译：面向护理，工程和生物学专业本科生的医学创新试点课程为学生带来学习成果

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Abstract Background Preparing today’s undergraduate students from science, technology, engineering, and math (STEM) and related health professions to solve wide-sweeping healthcare challenges is critical. Moreover, it is imperative that educators help students develop the capabilities needed to meet those challenges, including problem solving, collaboration, and an ability to work with rapidly evolving technologies. We piloted a multidisciplinary education (ME) course aimed at filling this gap, and subsequently assessed whether or not students identified achieving the course objectives. In the course, undergraduate students from engineering, pre-nursing (students not yet admitted to the nursing program), and pre-professional health (e.g., pre-med and pre-physician’s assistant) were grouped based on their diversity of background, major, and StrengthsFinder? proficiencies in a MakerSpace to create tangible solutions to health-related problems facing the community. We then used qualitative content analysis to assess the research question: what is the impact of undergraduate multidisciplinary education offered in a MakerSpace on student attitudes towards and perceptions of skills required in their own as well as others occupations? Results We discovered these students were able to identify and learn capabilities that will be critical in their future work. For example, students appreciated the challenging problems they encountered and the ability to meet demands using cutting-edge technologies including 3D printers. Moreover, they learned the value of working in a multidisciplinary group. We expected some of these findings, such as an increased ability to work in teams. However, some themes were unexpected, including students explicitly appreciating the method of teaching that focused on experiential student learning through faculty mentoring. Conclusions These findings can be used to guide additional research. Moreover, offering a variety of these courses is a necessary step to prepare students for the current and future workforce. Finally, these classes should include a focus on intentional team creation with the goal of allowing students to solve challenging real-world problems through ethical reasoning and collaboration.
机译：摘要背景为当今的科学，技术，工程和数学（STEM）以及相关健康专业的本科生做好准备，以应对广泛的医疗保健挑战至关重要。此外，当务之急是，教育工作者必须帮助学生发展应对这些挑战所需的能力，包括解决问题，协作以及与快速发展的技术合作的能力。我们试办了旨在弥补这一差距的多学科教育（ME）课程，随后评估了学生是否确定实现了课程目标。在该课程中，根据工程技术背景，专业背景（主要是尚未进入护理课程的学生）和专业健康（例如医学前和医师助理）的本科学生进行分组。和StrengthsFinder？ MakerSpace的能力，为社区面临的与健康相关的问题创建切实的解决方案。然后，我们使用定性内容分析来评估研究问题：MakerSpace中提供的大学多学科教育对学生对他们自己以及其他职业所需的态度和技能的影响是什么？结果我们发现这些学生能够识别和学习对他们未来的工作至关重要的能力。例如，学生欣赏他们遇到的挑战性问题以及使用包括3D打印机在内的尖端技术满足需求的能力。此外，他们了解了在多学科小组中工作的价值。我们期望其中一些发现，例如团队合作能力的增强。但是，有些主题是出乎意料的，其中包括学生明确赞赏通过教师指导专注于体验式学生学习的教学方法。结论这些发现可用于指导其他研究。此外，提供各种这些课程是使学生为当前和将来的劳动力做好准备的必要步骤。最后，这些课程应侧重于有意组建团队，其目的是让学生通过道德推理和协作来解决具有挑战性的现实问题。

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