How do our students learn clinical engineering? A pilot study

This paper aims to measure what are the students’ perceived learning outcome achievements after finishing their clinical engineering major courses. This is a pre- post-test with no control group study design. Forty students were involved in this pilot study. A paper-based survey composed of a demogr...

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Autores:
Cruz, Antonio Miguel
Quiroga Torres, Daniel Alejandro
Presiga, Ana Maria
Flórez Luna, Nestor
Tipo de recurso:
Part of book
Fecha de publicación:
2017
Institución:
Escuela Colombiana de Ingeniería Julio Garavito
Repositorio:
Repositorio Institucional ECI
Idioma:
eng
OAI Identifier:
oai:repositorio.escuelaing.edu.co:001/1558
Acceso en línea:
https://repositorio.escuelaing.edu.co/handle/001/1558
https://doi.org/10.1007/978-981-10-4086-3_6
Palabra clave:
Ingeniería Biomédica
Ingeniería - Enseñanza
Clinical engineering
Biomedical engineering
Engineering education
Enseñanza de la ingeniería
Ingeniería clínica
Rights
openAccess
License
http://purl.org/coar/access_right/c_abf2
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network_acronym_str ESCUELAIG2
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repository_id_str
dc.title.eng.fl_str_mv How do our students learn clinical engineering? A pilot study
title How do our students learn clinical engineering? A pilot study
spellingShingle How do our students learn clinical engineering? A pilot study
Ingeniería Biomédica
Ingeniería - Enseñanza
Clinical engineering
Biomedical engineering
Engineering education
Enseñanza de la ingeniería
Ingeniería clínica
title_short How do our students learn clinical engineering? A pilot study
title_full How do our students learn clinical engineering? A pilot study
title_fullStr How do our students learn clinical engineering? A pilot study
title_full_unstemmed How do our students learn clinical engineering? A pilot study
title_sort How do our students learn clinical engineering? A pilot study
dc.creator.fl_str_mv Cruz, Antonio Miguel
Quiroga Torres, Daniel Alejandro
Presiga, Ana Maria
Flórez Luna, Nestor
dc.contributor.author.none.fl_str_mv Cruz, Antonio Miguel
Quiroga Torres, Daniel Alejandro
Presiga, Ana Maria
Flórez Luna, Nestor
dc.contributor.researchgroup.spa.fl_str_mv GiBiome
dc.subject.armarc.none.fl_str_mv Ingeniería Biomédica
Ingeniería - Enseñanza
topic Ingeniería Biomédica
Ingeniería - Enseñanza
Clinical engineering
Biomedical engineering
Engineering education
Enseñanza de la ingeniería
Ingeniería clínica
dc.subject.proposal.eng.fl_str_mv Clinical engineering
Biomedical engineering
Engineering education
dc.subject.proposal.spa.fl_str_mv Enseñanza de la ingeniería
Ingeniería clínica
description This paper aims to measure what are the students’ perceived learning outcome achievements after finishing their clinical engineering major courses. This is a pre- post-test with no control group study design. Forty students were involved in this pilot study. A paper-based survey composed of a demographic section and a 5-point Likert (“1” is strongly disagree and “5” is strongly agree) section measured the students’ perceived learning outcome achievements after exposing them to clinical engineering major courses. A Wilcoxon signed-rank and Mann-Whitney U test statistics were conducted to test the two hypotheses of this study. Our analysis showed statistically significant results between the pre-survey mean and SD: 21.10 SD 3.54; and between the postsurvey mean and SD: 22.75 SD 3.68 (Z -2.12, p<0.033), indicating that overall, students’ perceived learning outcome achievements after exposing them to clinical engineering major courses had significantly improved by the end of the major. Also, statistically significant results were found between the post-survey mean and SD: 3.94 SD 0.61 learning outcome perceptions and between the students’ actual marks mean and SD: 4.53 SD 0.22 (-5.00, p<0.000), indicating the students had low confidence in their learning outcomes after completing their clinical engineering major.
publishDate 2017
dc.date.issued.none.fl_str_mv 2017
dc.date.accessioned.none.fl_str_mv 2021-06-04T22:10:17Z
2021-10-01T17:16:51Z
dc.date.available.none.fl_str_mv 2021-06-04T22:10:17Z
2021-10-01T17:16:51Z
dc.type.spa.fl_str_mv Capítulo - Parte de Libro
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dc.identifier.uri.none.fl_str_mv https://repositorio.escuelaing.edu.co/handle/001/1558
dc.identifier.doi.none.fl_str_mv 10.1007/978-981-10-4086-3_6
dc.identifier.url.none.fl_str_mv https://doi.org/10.1007/978-981-10-4086-3_6
identifier_str_mv 1680-0737
10.1007/978-981-10-4086-3_6
url https://repositorio.escuelaing.edu.co/handle/001/1558
https://doi.org/10.1007/978-981-10-4086-3_6
dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.ispartofseries.none.fl_str_mv Volumen 60;
dc.relation.citationendpage.spa.fl_str_mv 25
dc.relation.citationstartpage.spa.fl_str_mv 22
dc.relation.indexed.spa.fl_str_mv N/A
dc.relation.ispartofbook.spa.fl_str_mv IFMBE Proceedings
dc.relation.references.eng.fl_str_mv ACCE, “American College of Clinical Engineering,” 1992. [Online]. Available: http://accenet.org/about/Documents/What’s_a_Clinical_Engineer.pdf.
J. Nagel, “Protocol for the training of clinical engineers in Europe,” BIOMEDEA PROJECT, Stuttgart, 2005.
HTF, “2013 Candidate Handbook for Certification in Clinical Engineering by the Healthcare Technology Certification Commission,” Healthcare Technology Certification Commission, Plymouth, 2013.
A. Miguel-Cruz, A. Rios-Rincon, W. Rodríguez-Dueñas, N. Florez-Luna and engD. Quiroga-Torres, “What is the effect of an introductory biomedical engineering course on the students’ perceptions of the engineering profession?,” International Journal of Engineering Education, vol. 32, p. 136–149, 1(A) 2016.
B. Zeng, M. Huang, F. Chen and L. Chen, “Exploration on undergraduate curriculum reform of hospital-oriented biomedical engineering major,” in Proceedings of the 2009 2nd International Conference on Biomedical Engineering and Informatics, BMEI 2009, Tianjin, 2009.
N. Cram, “Educating a New Generation of Biomedical and Clinical Engineers,” Journal of Clinical Engineering, vol. 39, no. 2, pp. 76–78, 2014.
J. Biggs, Teaching for Quality Learning At University, Berkshire: England: The Society for Research into Higher Education and Open University Press, 2003.
H.-S. Lee, L. N. R. Flores and M. Kanagui-Muñoz, “A longitudinal test of social cognitive career theory’s academic persistence model among Latino/a and White men and women engineering students,” Journal of Vocational Behavior, vol. 88, p. 95–103, 2015.
A. Cruz, A. Rincon, W. Dueñas, N. Luna and D. Torres, “The impact of an introductory biomedical engineering course on students’ perceptions of the engineering profession,” International Journal of Engineering Education, vol. 32, no. 1, pp. 136–149, 2016.
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dc.format.extent.spa.fl_str_mv 2 páginas
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dc.publisher.eng.fl_str_mv Springer Verlag
dc.source.spa.fl_str_mv https://link.springer.com/chapter/10.1007%2F978-981-10-4086-3_6
institution Escuela Colombiana de Ingeniería Julio Garavito
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spelling Cruz, Antonio Miguel60f912e3d0e1a88c51207ae38b105011600Quiroga Torres, Daniel Alejandro031c8d9841515027a609ee88ee05f989600Presiga, Ana Maria2105d2a1e253c0e26352a818cfa723f3600Flórez Luna, Nestor0f66bbe202166c0fd6a1b843a9ad0436600GiBiome2021-06-04T22:10:17Z2021-10-01T17:16:51Z2021-06-04T22:10:17Z2021-10-01T17:16:51Z20171680-0737https://repositorio.escuelaing.edu.co/handle/001/155810.1007/978-981-10-4086-3_6https://doi.org/10.1007/978-981-10-4086-3_6This paper aims to measure what are the students’ perceived learning outcome achievements after finishing their clinical engineering major courses. This is a pre- post-test with no control group study design. Forty students were involved in this pilot study. A paper-based survey composed of a demographic section and a 5-point Likert (“1” is strongly disagree and “5” is strongly agree) section measured the students’ perceived learning outcome achievements after exposing them to clinical engineering major courses. A Wilcoxon signed-rank and Mann-Whitney U test statistics were conducted to test the two hypotheses of this study. Our analysis showed statistically significant results between the pre-survey mean and SD: 21.10 SD 3.54; and between the postsurvey mean and SD: 22.75 SD 3.68 (Z -2.12, p<0.033), indicating that overall, students’ perceived learning outcome achievements after exposing them to clinical engineering major courses had significantly improved by the end of the major. Also, statistically significant results were found between the post-survey mean and SD: 3.94 SD 0.61 learning outcome perceptions and between the students’ actual marks mean and SD: 4.53 SD 0.22 (-5.00, p<0.000), indicating the students had low confidence in their learning outcomes after completing their clinical engineering major.Este trabajo tiene como objetivo medir cuáles son los logros de los estudiantes de los estudiantes después de terminar sus cursos de ingeniería clínica. cursos de especialización en ingeniería clínica. Se trata de un estudio pre-post-test sin diseño de estudio con grupo de control. Cuarenta estudiantes participaron en este estudio piloto. Una encuesta en papel compuesta por una sección demográfica demográfica y una sección de Likert de 5 puntos ("1" es totalmente en desacuerdo y "5" es de acuerdo) midió los resultados de aprendizaje percibidos por los estudiantes de los estudiantes después de exponerlos a los cursos de ingeniería clínica. de ingeniería clínica. Para comprobar las dos hipótesis, se realizaron las pruebas de rango con signo de Wilcoxon y U de Mann-Whitney. para comprobar las dos hipótesis de este estudio. Nuestro análisis mostró resultados estadísticamente significativos entre la media y la DE de la encuesta previa: 21,10 DE 3,54; y entre la media y la DE de la encuesta posterior: 22,75 DE 3,68 (Z -2,12, p<0,033), lo que indica que, en general, los logros de los resultados de aprendizaje percibidos por los estudiantes después de exponerlos a los cursos de la especialidad de ingeniería clínica habían significativamente al final de la carrera. Además, se encontraron resultados estadísticamente resultados significativos entre la media de la encuesta posterior y la 3,94 y 0,61 de los resultados de aprendizaje percibidos y entre las media y la DE de los estudiantes: 4,53 DE 0,22 (-5,00, p<0,000), lo que indica que los estudiantes tenían poca confianza en los resultados resultados de aprendizaje después de completar su especialización en ingeniería clínica.School of Medicine and Health Sciences, Universidad del Rosario/Biomedical Engineering Department. Calle 63D # 24-31, 7 de Agosto, Bogotá D.C, Colombia. Email’s corresponding author: antonio.miguel@urosario.edu.co, miguelcr@ualberta.ca2 páginasapplication/pdfengSpringer VerlagVolumen 60;2522N/AIFMBE ProceedingsACCE, “American College of Clinical Engineering,” 1992. [Online]. Available: http://accenet.org/about/Documents/What’s_a_Clinical_Engineer.pdf.J. Nagel, “Protocol for the training of clinical engineers in Europe,” BIOMEDEA PROJECT, Stuttgart, 2005.HTF, “2013 Candidate Handbook for Certification in Clinical Engineering by the Healthcare Technology Certification Commission,” Healthcare Technology Certification Commission, Plymouth, 2013.A. Miguel-Cruz, A. Rios-Rincon, W. Rodríguez-Dueñas, N. Florez-Luna and engD. Quiroga-Torres, “What is the effect of an introductory biomedical engineering course on the students’ perceptions of the engineering profession?,” International Journal of Engineering Education, vol. 32, p. 136–149, 1(A) 2016.B. Zeng, M. Huang, F. Chen and L. Chen, “Exploration on undergraduate curriculum reform of hospital-oriented biomedical engineering major,” in Proceedings of the 2009 2nd International Conference on Biomedical Engineering and Informatics, BMEI 2009, Tianjin, 2009.N. Cram, “Educating a New Generation of Biomedical and Clinical Engineers,” Journal of Clinical Engineering, vol. 39, no. 2, pp. 76–78, 2014.J. Biggs, Teaching for Quality Learning At University, Berkshire: England: The Society for Research into Higher Education and Open University Press, 2003.H.-S. Lee, L. N. R. Flores and M. Kanagui-Muñoz, “A longitudinal test of social cognitive career theory’s academic persistence model among Latino/a and White men and women engineering students,” Journal of Vocational Behavior, vol. 88, p. 95–103, 2015.A. Cruz, A. Rincon, W. Dueñas, N. Luna and D. Torres, “The impact of an introductory biomedical engineering course on students’ perceptions of the engineering profession,” International Journal of Engineering Education, vol. 32, no. 1, pp. 136–149, 2016.https://link.springer.com/chapter/10.1007%2F978-981-10-4086-3_6How do our students learn clinical engineering? A pilot studyCapítulo - Parte de Libroinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_3248Textinfo:eu-repo/semantics/bookParthttps://purl.org/redcol/resource_type/CAP_LIBhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Ingeniería BiomédicaIngeniería - EnseñanzaClinical engineeringBiomedical engineeringEngineering educationEnseñanza de la ingenieríaIngeniería clínicaTEXTHow do our students learn clinical engineering.pdf.txtHow do our students learn clinical engineering.pdf.txtExtracted texttext/plain11061https://repositorio.escuelaing.edu.co/bitstream/001/1558/3/How%20do%20our%20students%20learn%20clinical%20engineering.pdf.txtdc4b1861f0ae801eb24199614c7328a7MD53open accessTHUMBNAILHow do our students learn clinical engineering.pdf.jpgHow do our students learn clinical engineering.pdf.jpgGenerated Thumbnailimage/jpeg16975https://repositorio.escuelaing.edu.co/bitstream/001/1558/4/How%20do%20our%20students%20learn%20clinical%20engineering.pdf.jpg9a5ee172dc11f72461eb3773ce573a52MD54open accessLICENSElicense.txttext/plain1881https://repositorio.escuelaing.edu.co/bitstream/001/1558/1/license.txt5a7ca94c2e5326ee169f979d71d0f06eMD51open accessORIGINALHow do our students learn clinical engineering.pdfapplication/pdf113849https://repositorio.escuelaing.edu.co/bitstream/001/1558/2/How%20do%20our%20students%20learn%20clinical%20engineering.pdf395728fd11699a7b82308e8251556e41MD52open access001/1558oai:repositorio.escuelaing.edu.co:001/15582022-09-30 15:45:31.749open accessRepositorio Escuela Colombiana de Ingeniería Julio Garavitorepositorio.eci@escuelaing.edu.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