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Author Notes:

Donald P. Gaver III, Department of Biomedical Engineering, Tulane University, New Orleans, LA, USA. Email: dpg@tulane.edu

Case studies for Workshop 5 were developed with the generous collaboration of Lindsay Wheeler, Assistant Director of STEM Education Initiatives, Center for Teaching Excellence, University of Virginia.

The authors certify that they have NO affiliations with or involvement in any organization or entity with any financial interest (such as honoraria; educational grants; participation in speakers’ bureaus; membership, employment, consultancies, stock ownership, or other equity interest; and expert testimony or patent-licensing arrangements), or non-financial interest (such as personal or professional relationships, affiliations, knowledge or beliefs) in the subject matter or materials discussed in this manuscript.



  • Experiential learning
  • Learning environments
  • Problem-basedlearning
  • Project-based learning
  • Team-based learning

Learning Environments and Evidence-Based Practices in Bioengineering and Biomedical Engineering.

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Journal Title:

Biomed Eng Educ


Volume 2, Number 1


, Pages 1-16

Type of Work:

Article | Post-print: After Peer Review


This paper provides a synopsis of discussions related to the Learning Environments track of the Fourth BME Education Summit held at Case Western Reserve University in Cleveland, Ohio in May 2019. This summit was organized by the Council of Chairs of Bioengineering and Biomedical Engineering, and participants included over 300 faculty members from 100+ accredited undergraduate programs. The Learning Environments track had six interactive workshops that provided facilitated discussion and provide recommendations in the areas of: (1) Authentic project/problem identification in clinical, industrial, and global settings, (2) Experiential problem/project-based learning within courses, (3) Experiential learning in co-curricular learning settings, (4) Team-based learning, (5) Teaching to reach a diverse classroom, and (6) innovative platforms and pedagogy. A summary of the findings, best practices and recommendations from each of the workshops is provided under separate headings below, and a list of resources is provided at the end of this paper.

Copyright information:

This is an Open Access work distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/rdf).
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