Abstract

In contrast to the traditional classroom environment that promotes passive learning, the multimedia-based studio approach is considered to be a more effective tool for delivering course content as it increases active in-class involvement, teamwork experience and cooperative learning (Wilson 1994). More significantly, the studio environment provides a plethora of opportunities to include case studies that promote hands-on experience and problem-solving, illustrate real-life problems and increase student interest in the course content (Starrett and Morcos 2001). In general, engineering courses benefit from the availability of simulation and analysis software in a multimedia studio environment. Biomedical engineering courses including biomechanics, however, are not always amenable to simulation and often require the setting of complicated and expensive tests involving human subjects and hazardous materials. Furthermore, unlike traditional medical courses, biomedical engineering departments do not have extensive teaching laboratories and students have little or no clinical exposure.

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