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Wei-Hung Huang, National Taiwan Normal University, TaiwanAbstract
This exploratory pilot study examined student engagement and learning outcomes in an intensive interdisciplinary summer course, Biomedical Device Design and Development. The original 18-week course was redesigned into a four-week modular program consisting of medical device regulations and risk management, artificial intelligence applications, biomedical sensor and microcontroller practice, and a Biodesign project emphasizing clinical needs. Thirteen students from diverse academic backgrounds at a research-oriented university in northern Taiwan participated. A convergent mixed-methods design was employed, integrating Likert-scale course evaluations (Cronbach's α = .89) with weekly learning reflections analyzed using thematic analysis. Quantitative results indicated that overall satisfaction increased across the four weeks (Week 1: M = 4.56; Week 4: M = 4.92). The biomedical sensor practice (M = 4.30) and Biodesign project (M = 4.15) received the highest ratings. Qualitative findings showed that hands-on and project-based modules promoted strong cognitive and emotional engagement and supported interdisciplinary knowledge integration. In contrast, the regulations module (M = 3.85) posed challenges due to abstract content and varied prior knowledge. Although limited by the small sample size (n = 13), the findings provide preliminary evidence that intensive interdisciplinary programs can enhance engagement and interdisciplinary learning, while highlighting the importance of scaffolding, module integration, and practice-oriented design.
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Conference: ACEID2026Stream: Interdisciplinary
This paper is part of the ACEID2026 Conference Proceedings (View)
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To cite this article:
Huang W. (2026) Exploring Student Engagement and Learning Outcomes in an Intensive Interdisciplinary Course on Biomedical Device Innovation: A Pilot Study in Taiwan ISSN: 2189-101X – The Asian Conference on Education & International Development 2026 Official Conference Proceedings (pp. 301-314) https://doi.org/10.22492/issn.2189-101X.2026.25
To link to this article: https://doi.org/10.22492/issn.2189-101X.2026.25
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