Effectiveness of Challenge-Based Instruction in Biomechanics

Journal of Engineering Education, Oct 2006 by Roselli, Robert J, Brophy, Sean P

B. Problem-Based Learning

The need for a new paradigm in medical training was recognized some years ago, and a number of medical schools adopted a particular form of active learning, known as problem-based learning (PBL). The PBL approach introduced by Barrows [11] is characterized by six core elements [12]: (1) learning must be studentcentered; (2) learning must occur in small groups with the assistance of a tutor; (3) the tutor acts as a facilitator; (4) authentic problems are presented before any preparation or study has occurred; (5) the problem is used to introduce the concepts and problem solving skills necessary to solve the problem; and (6) new information needs to be acquired via self-directed learning. This approach has been adopted in other fields, including applications in engineering [10, 30].

The effectiveness of PBL was examined in a recent meta-analysis [13]. This study showed that the skills of the learners improved in every case and PBL produces positive student attitudes and better study habits. However, there were mixed results, including several studies with negative effects, when student knowledge was assessed. This is probably a result of the large variation in PBL practices. Many of the negative effects can be attributed to the use of nonexpert tutors, and to self-paced and self-directed learning [14]. Successful implementation of PBL hinges largely on finding the proper balance between self-discovery and direct instruction provided by a qualified instructor [15]. Superior interactions leading to greater conceptual understanding are more likely to result when the instructor provides guidance by specifying problems and procedures [16].

C. Challenge-Based Instruction

Challenge-based instruction (CBI) is an anchored inquiry [17, 18] instructional method that shares similar theories for learning as problem-based learning. The CBI approach is further informed by principles of learning and instruction inspired by the HPL Framework, and has been adopted by the Vanderbilt-NorthwesternTexas-Harvard MIT ERC in Bioengineering Education Technologies (VaNTH). Challenge-based instruction has many benefits for engaging students in an authentic problem solving practice that can lead to improved use of their knowledge on future tasks (e.g., [19-21]). Several principles of CBI provide the rationale for why the method is effective for learning.

First, challenges can provide a context for the knowledge, which can facilitate students' application of this knowledge in future situations [21]. When concepts and ideas are presented to learners outside a specific context, they have no way of associating this knowledge with tasks they will solve in the future. Therefore, if students learn content in the context of one challenge, then revisit and refine their knowledge in future challenges (contexts), they are more likely to generalize their knowledge to other contexts [17,19]. This promotes the inductive learning process described by Felder and Brent [3] and fosters transfer to the workplace [10].