Teaching and learning concepts for teaching in medical engineering.

Autor/inn/en	Kleinewalter, Dennis; Rostalski, Philipp
Titel	Teaching and learning concepts for teaching in medical engineering.
Quelle	Aus: Jansen-Schulz, Bettina (Hrsg.); Tantau, Till (Hrsg.): Excellent teaching. Principles, structures and requirements. Bielefeld: W. Bertelsmann Verl. (2018) S. 155-166Verfügbarkeit
Beigaben	Abbildungen 1; Literaturangaben S. 165-166
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-7639-5991-4; 978-3-7639-5992-1
Schlagwörter	Lehr-Lern-Prozess; Lehre; Medizintechnik; Laborarbeit; Universität; Studiengang; Konzeption; Qualität; Lübeck; Schleswig-Holstein
Abstract	This chapter describes the instructional concept and implementation of a novel and innovative electrical engineering laboratory course for students of the medical engineering science (MES) degree programme. The developed concept consists of a two-step programme: A guided expert training precedes a free, supervised project phase. During the expert training, the students acquire essential skills and knowledge from different specialisations, such as operational amplifier, metal-oxide field effect transistors, analogue-digital-converters and circuitsimulation, which are then brought to work in individual projects, outlined and managed in small groups of students. We sketch the general implementation of the expert trainings as well as a suitable structure for the project phase. The connections between the expert trainings and the project phase are outlined, with emphasis on technical and instructional issues. Therein, the question of how to successfully plan laboratory course work is addressed and it is clarified how the expert trainings become an integral part of an effective laboratory course. The aim is to foster optimal learning outcomes both in terms of practical engineering knowledge as well as teamwork and project management. As a result, MES students learn how to master various electrical engineering challenges in the context of medical applications, develop troubleshooting techniques and consequently draw the connection to their envisioned engineering profession. CONTENTS: 1 Motivation (156). - 2 Concept (157). - 2.1 Intended Learning Outcomes (157). - 2.2 Basic Structure (158). - 2.3 Implementation (159). - 3 Evaluation (162). - 4 Conclusion (164). (zhb/text adopted).
Erfasst von	Zentrum für HochschulBildung - Technische Universität Dortmund
Update	2019/3