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How do our students learn clinical engineering? A pilot study

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Cruz, Antonio Miguel
Quiroga Torres, Daniel Alejandro
Presiga, Ana Maria
Flórez Luna, Nestor
Abstract (Spanish)
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.
Abstract (English)
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.
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2 páginas
URI: https://repositorio.escuelaing.edu.co/handle/001/1558
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References

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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.