Adjusting to Your Surroundings: An Inquiry-Based Learning Module to Teach Principles of Mechanobiology for Regenerative Medicine

• Published in: Biomedical engineering education Vol. 4; no. 1; pp. 73 - 86
• Main Authors: Panebianco, Christopher J., Nijsure, Madhura P., Berlew, Erin E., Jeong, Annie L., Boerckel, Joel D.
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 01.01.2024
• Subjects: Biological and Medical Physics; Biomedical and Life Sciences; Biomedical Engineering and Bioengineering; Biomedical Engineering/Biotechnology; Biomedicine; Biophysics; Computer Appl. in Life Sciences; Engineering/Technology Education; Innovation Article; Cell–biomaterial interactions; Regenerative medicine; Mechanobiology; Hands-on experiment; Engineering education; Inquiry-based learning; Biomaterials
• ISSN: 2730-5937; 2730-5945; 2730-5945
• DOI: 10.1007/s43683-023-00130-6

Mechanobiology is an interdisciplinary field that aims to understand how physical forces impact biological systems. Enhancing our knowledge of mechanobiology has become increasingly important for understanding human disease and developing novel therapeutics. There is a societal need to teach diverse students principles of mechanobiology so that we may collectively expand our knowledge of this subject and apply new principles to improving human health. Toward this goal, we designed, implemented, and evaluated a hands-on, inquiry-based learning (IBL) module to teach students principles of cell–biomaterial interactions. This module was designed to be hosted in two 3-h sessions, over two consecutive days. During this time, students learned how to synthesize and mechanically test biomaterials, culture bacteria cells, and assess effects of matrix stiffness on bacteria cell proliferation. Among the 73 students who registered to participate in our IBL mechanobiology module, 40 students completed both days and participated in this study. A vast majority of the participants were considered underrepresented minority (URM) students based on race/ethnicity. Using pre/post-tests, we found that students experienced significant learning gains of 33 percentage points from completing our IBL mechanobiology module. In addition to gaining knowledge of mechanobiology, validated pre/post-surveys showed that students also experienced significant improvements in scientific literacy. Instructors may use this module as described, increase the complexity for an undergraduate classroom assignment, or make the module less complex for K-12 outreach. As presented, this IBL mechanobiology module effectively teaches diverse students principles of mechanobiology and scientific inquiry. Deploying this module, and similar IBL modules, may help advance the next generation of mechanobiologists.