Twenty-nine biomedical engineering (BME) undergraduates participated in a challenge-based instruction biotransport course, offered by the UT Austin BME Department in an accelerated format, at the University of Cambridge. Students’ attitudes toward, and aptitude for solving genuine and complex biomedical problems were assessed throughout the semester through surveys, interviews, observations, and in-class examinations. Students’ aptitude for problem solving improved throughout the semester, in a manner independent of content knowledge development. By the end of the semester, students readily transferred the problem-solving framework, learned within a biotransport context, to solve biomechanics problems. Additionally, we observed significant increases over time in students’ confidence in their ability to complete challenges within and outside of the biotransport domain. We believe that this illustrative case study provides significant quantitative evidence supporting the effectiveness of challenge-based pedagogies for engineering courses.Cockrell School of Engineerin
