(C-100) Applying Just-In-Time Learning in a Multidisciplinary Bioengineering Lab: A Case Study

Introduction:: Just-in-time learning (JITL) is an educational approach in which learners acquire knowledge and skills at the exact moment they are needed to complete a task or solve a problem.

The dynamic nature of fields such as medicine and engineering, where knowledge and techniques are constantly evolving, highlights the relevance of JITL. In the context of a multidisciplinary biomedical engineering laboratory, JITL has demonstrated promising outcomes in enhancing students' abilities to effectively adapt to evolving technologies and tackle intricate problems. This study sheds light on the advantages of implementing JITL in biomedical engineering education and presents successful examples of its application.


Materials and Methods:: This laboratory course offered a diverse range of projects that encompass various aspects of bioengineering, such as bioinstrumentation, mobile health and app development, cell culture, and microscopy, among others. Students worked in teams within the laboratory, utilizing a variety of skills to solve complex, multi-faceted problems at the intersection of technology and biology. To effectively implement JITL, the instructor-led teaching was provided on an as-needed basis when a student had a question. In order to evaluate the efficacy of JITL, the instructional team has arranged the laboratory seating to facilitate intra-team interactions, enabling students to ask questions and collaborate more effectively on the task at hand. Additionally, surveys were administered after each laboratory module to assess students' comprehension of the material, the usefulness of the on-demand instruction, and their level of teamwork. These measures are aimed at refining and enhancing the JITL approach within the laboratory course.

Results, Conclusions, and Discussions:: Upon analyzing the survey results, a discernible upward trend was observed, indicating the successful integration of JITL in the laboratory course. Based on the pre- and post-course surveys, the students showed greater understanding and comprehension, benefiting from the instruction provided by both the instructor and their peers. Additionally, a significant increase in intra-team interactions and collaborative problem-solving was noted, consequent to a minor seating rearrangement instituted by the instructional staff. This type of incidental learning, which stems from JITL, is a valuable byproduct of the approach. The positive feedback garnered from the survey results supports the notion that JIT learning is an effective educational approach within a multidisciplinary bioengineering laboratory. The JITL approach not only enhances the learning experience but also encourages students to develop problem-solving skills and critical thinking abilities. Incorporating JITL in other educational settings could potentially improve student engagement and knowledge retention.

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