Article
Refine
Year of publication
- 2021 (80) (remove)
Document Type
- Article (80) (remove)
Language
- English (80) (remove)
Keywords
- Principal component analysis (2)
- capacitive field-effect sensor (2)
- constructive alignment (2)
- examination (2)
- harmonic radar (2)
- long-term retention (2)
- multimodal (2)
- practical learning (2)
- Aircraft sizing (1)
- AlterG (1)
- Authenticity (1)
- Bacillus sp (1)
- Biosolubilization (1)
- Bloom’s Taxonomy (1)
- Bone quality and biomechanics (1)
- Bootstrap (1)
- CFD (1)
- Capacitive field-effect sensor (1)
- CellDrum (1)
- Competence Developing Games (1)
Institute
- Fachbereich Medizintechnik und Technomathematik (38)
- IfB - Institut für Bioengineering (27)
- INB - Institut für Nano- und Biotechnologien (15)
- Fachbereich Chemie und Biotechnologie (11)
- Fachbereich Luft- und Raumfahrttechnik (11)
- Fachbereich Elektrotechnik und Informationstechnik (5)
- Fachbereich Bauingenieurwesen (4)
- Fachbereich Energietechnik (3)
- Solar-Institut Jülich (3)
- ECSM European Center for Sustainable Mobility (2)
- Fachbereich Maschinenbau und Mechatronik (2)
- IMP - Institut für Mikrowellen- und Plasmatechnik (2)
- MASKOR Institut für Mobile Autonome Systeme und Kognitive Robotik (2)
- ZHQ - Bereich Hochschuldidaktik und Evaluation (2)
- Fachbereich Wirtschaftswissenschaften (1)
- IBB - Institut für Baustoffe und Baukonstruktionen (1)
Modern industry and multi-discipline projects require highly trained individuals with resilient science and engineering back-grounds. Graduates must be able to agilely apply excellent theoretical knowledge in their subject matter as well as essential practical “hands-on” knowledge of diverse working processes to solve complex problems. To meet these demands, university education follows the concept of Constructive Alignment and thus increasingly adopts the teaching of necessary practical skills to the actual industry requirements and assessment routines. However, a systematic approach to coherently align these three central teaching demands is strangely absent from current university curricula. We demonstrate the feasibility of implementing practical assessments in a regular theory-based examination, thus defining the term “blended assessment”. We assessed a course for natural science and engineering students pursuing a career in biomedical engineering, and evaluated the benefit of blended assessment exams for students and lecturers. Our controlled study assessed the physiological background of electrocardiograms (ECGs), the practical measurement of ECG curves, and their interpretation of basic pathologic alterations. To study on long time effects, students have been assessed on the topic twice with a time lag of 6 months. Our findings suggest a significant improvement in student gain with respect to practical skills and theoretical knowledge. The results of the reassessments support these outcomes. From the lecturers ́ point of view, blended assessment complements practical training courses while keeping organizational effort manageable. We consider blended assessment a viable tool for providing an improved student gain, industry-ready education format that should be evaluated and established further to prepare university graduates optimally for their future careers.