Implementation of a Rotating Facilitator Model of Problem-Based Learning in an Introductory Biomedical Engineering Course

Abstract

Problem-based learning (PBL) has been an effective strategy for addressing challenges related to biomedical engineering (BME) education. Facilitators are a critical component of PBL, but require significant time, effort, and resources of these individuals for effective implementation. Therefore, we aimed to develop a novel implementation of a rotating facilitator model of the PBL approach in an introductory BME course to address these challenges. The rotating facilitator model involved recruiting faculty, postdoctoral researchers, graduate students, and clinicians as volunteer facilitators who attended one to three class periods (75 minutes). Each class period was divided into three 20-min facilitation periods. Student teams participated in three to four facilitation periods for each open-ended problem statement, with approximately six to eight total facilitations periods per semester per team. Student and facilitator perceptions of the experience were surveyed after completion of each open-ended problem. The data presented in this paper were collected in the Fall 2020 (53 students; 26 facilitators) and Spring 2021 (71 students; 22 facilitators) offerings of the course. Both students and facilitators reported a positive experience and perception of learning outcome achievement, as well as identified challenges with the learning environment. Key patterns from the thematic analysis included engagement, knowledge sharing, expectations, and value of rotating facilitation contributing to the effectiveness and challenges of the rotating facilitator model. Specifically, challenges arose from perceived lack of preparedness of one group by the other or mismatched expectations. Overall, we have demonstrated a rotating facilitator model of PBL in BME undergraduate education is feasible and perceived as effective and engaging for both students and facilitators.