This innovative project seeks to bolster national interests by refining undergraduate education, ensuring that future professionals in engineering and computing are both proficient in utilizing and capable of developing AI tools. The urgency of this goal cannot be overstated, especially as AI technologies increasingly permeate every facet of society. By investing in the education of these students, we are effectively laying the groundwork for a workforce that is equipped to face the challenges and opportunities presented by AI advancements.

The project’s significance is underscored by its focus on situated case studies—an approach designed to demystify the complexities inherent in AI applications. These case studies not only elucidate the varying requirements of different stakeholders but also encourage students to engage in critical reasoning. The advantage of this early exposure, particularly in first-year courses, is that it fosters the development of transferable mindsets and competencies that students can utilize throughout their professional lives. This forward-thinking initiative promises to cultivate a generation of engineers and technologists who are not just consumers of AI but innovators capable of advancing the field.

In terms of specific objectives, the project plans to design and implement a series of six case studies centered on familiar AI applications. Areas of focus include essential topics such as career preparedness, campus sustainability initiatives, the development of autonomous vehicles, and advancements in mental health systems. Through the application of the Situated AI Literacy framework, these case studies will serve as a structured pathway for students to understand the implications of AI in diverse contexts.

The implementation of this project will occur across first-year engineering and computing curricula at both Youngstown State University and George Mason University. Over the project timeline running from October 2025 to September 2028, it is expected to benefit more than 500 students. Additionally, the project aims to extend its reach through a series of faculty development workshops, which will engage over ten external institutions and disseminate the innovative practices developed during the project.

Incorporating advanced educational methodologies, the project will leverage role-playing in case study discussions, thereby emphasizing three critical competencies: complex systems cognition, perspectival understanding, and critical thinking. This multifaceted approach promises to facilitate deeper engagement with the subject matter, allowing students to appreciate the nuanced and often multifarious nature of AI technologies and their societal impacts.

Evaluation will be a crucial component of this initiative; mixed-methods approaches will be employed to gauge student learning outcomes effectively. Tools such as pre- and post-surveys, concept maps, analysis of discussion transcripts, and focus group feedback will form the backbone of the assessment strategy. This comprehensive evaluation framework aims to measure students’ growth in multi-dimensional AI understanding, their ability to take perspectives from diverse stakeholders, and their aptitude for critically evaluating AI’s benefits and limitations.

Through careful scrutiny of how case studies nurture these competencies, the research will shed light on the pathways through which students develop a sophisticated understanding of AI. It will provide insights into the essential skills that future engineers and technologists must cultivate in an increasingly AI-driven world. The implications of this work extend beyond the classroom, as it contributes to groundbreaking efforts to prepare a competent workforce, equipped to partake in and lead AI innovations, thereby supporting the nation’s broader economic health.

Supported by the NSF IUSE: EDU Program, this initiative is part of a larger commitment to improve the effectiveness of STEM education for all students. Within the framework of Engaged Student Learning, the program recognizes the importance of fostering educational environments that embolden student engagement and creativity in problem-solving.

As we embark on this journey toward enhancing AI literacy amongst young scholars, we recognize the pivotal role that institutions like George Mason University play in cultivating a diverse and inclusive academic landscape. This university, known for its rapid growth and commitment to innovation, diversity, and accessibility, serves as a beacon for aspiring students from various backgrounds. By embracing cutting-edge pedagogical strategies, it stands poised to lead the charge in preparing the next generation of technologists and engineers.

In conclusion, as the realms of technology and education continue to intersect, initiatives like Aditya Johri’s project represent critical stepping stones towards building an informed and skilled workforce. By equipping students with the necessary tools and knowledge to understand and navigate the complexities of AI, we ensure that they are not only ready to engage with technology but are also empowered to shape its development for the future. The stakes are high as we forge ahead into a future defined by AI; thus, educational initiatives must evolve in tandem, preparing students to rise to the challenges and opportunities ahead.

Subject of Research: Developing Artificial Intelligence Literacy Among Undergraduate Engineering and Technology Students Through Case-Based Instruction
Article Title: Promoting AI Literacy: A Pioneer Initiative for Future Engineers and Technologists
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Keywords

Applied sciences, engineering, computer science, artificial intelligence

The integration of a round-robin module signifies a significant shift in educational curricula. Traditional learning often relies heavily on theoretical frameworks, which may not adequately prepare students for the challenges they will face in professional environments. This novel module addresses that gap by fostering an experiential learning environment. The hands-on engagement not only reinforces theoretical concepts but also instills a deeper understanding of the applicability of these concepts in real-world scenarios.

The custom tensile testing device serves as the centerpiece of this educational framework. Designed with precision and ease of use in mind, this device allows students to conduct tensile tests on various materials, gaining insight into the mechanical properties that are critical for biomedical applications. By working directly with this technology, students can better appreciate the complex interactions between materials and biological systems, paving the way for innovative developments in medical devices and implants.

One of the objectives of the round-robin approach is to standardize the methodology employed in testing and analysis. In the past, variations in testing protocols could lead to inconsistent results, complicating comparisons and the generalizability of findings. By establishing a consensus on testing standards, this project aims to promote uniformity in practices across different educational institutions. As a result, students and researchers will be equipped with a reliable framework that enhances collaboration and discourse within the biomedical engineering community.

The research emphasizes the importance of consensus standards in the biomedical engineering landscape. These standards not only guide design and testing practices but also ensure that products meet safety and efficacy benchmarks before they reach the marketplace. Inculcating these standards into the educational curriculum fosters a sense of responsibility among students, preparing them to uphold industry best practices in their future careers.

Feedback from early trials of the round-robin module has been overwhelmingly positive. Students reported enhanced engagement and a greater appreciation for the complexities of material science as they applied their knowledge in practical settings. The transition from theoretical concepts to hands-on practice has proved to be a powerful motivator, prompting students to delve deeper into their studies. This experiential learning approach has resonated with learners, making the material more relatable and stimulating critical thinking.

Moreover, the collaborative nature of the project encourages teamwork among students. In the round-robin setup, individuals are often required to work together to solve problems and analyze data. This collaboration simulates the interdisciplinary teamwork that is commonplace in biomedical engineering projects. By honing their teamwork and communication skills through this approach, students are better prepared for their future roles in the workforce.

An additional benefit of utilizing the custom tensile testing device within this educational module is the opportunity for students to become familiar with the types of equipment they will encounter in their professional lives. Exposure to state-of-the-art technology opens avenues for students to explore innovative design possibilities and assess material performance in a variety of healthcare contexts. These experiences not only enhance their technical acumen but also cultivate a mindset geared towards innovative problem-solving.

The current iteration of the round-robin module will continuously evolve as feedback from students and educators is collected and analyzed. Such iterative refinements ensure that the educational program remains relevant and effective, aligned with the latest advancements in biomedical engineering. Future phases of the project may also explore broader applications of the devised approach in other fields, potentially unlocking new areas of exploration and learning.

As this project progresses, it is anticipated that the implications will extend beyond the classroom. By shaping capable engineers who are well-versed in consensus standards and practical methodologies, the initiative hopes to contribute to the overall advancement of biomedical engineering as a profession. Well-prepared engineers are essential for driving forward innovations that can improve patient outcomes and healthcare solutions globally.

The endeavor demonstrates a robust commitment to elevating the quality of biomedical engineering education. Through the development of a round-robin testing module using a custom tensile testing device, educational institutions can offer students a richer learning experience that merges theory and practice. Ultimately, this innovative framework has the potential to produce graduates who are not only knowledgeable but also adept at navigating the complexities of the biomedical field.

This work sets a precedent for continued investment in hands-on learning within engineering education. It encapsulates a broader trend towards experiential learning, where theory is intertwined with practice to foster deeper understanding and retention of knowledge. Institutions looking to refine their educational offerings in STEM should take heed of such innovative approaches that enhance student engagement and career readiness.

As the education landscape evolves, so too must the methods we employ to prepare future engineers. The round-robin module represents a significant stride toward achieving that goal. With its emphasis on consensus standards, practical experimentation, and collaborative learning, the project positions itself as a pioneering approach that many might follow in the pursuit of excellence in education.

In conclusion, the round-robin module developed by Nunnally and colleagues is not solely a pedagogical tool; it is a comprehensive initiative aimed at reforming biomedical engineering education. The integration of consensus standards into a hands-on curriculum lays down a solid foundation for future engineers, equipping them with the skills to innovate and excel in a rapidly evolving field. As this educational endeavor continues to flourish, its impact on both students and the biomedical engineering profession is bound to be profound and long-lasting.

Subject of Research: Development of a round-robin module for biomedical engineering education integration of consensus standards

Article Title: Developing a Round-Robin Module For The Integration Of Consensus Standards In a BME Course Using a Custom Tensile Testing Device

Article References:

Nunnally, C., Defante, A.P., Browne, M.G. et al. Developing a Round-Robin Module For The Integration Of Consensus Standards In a BME Course Using a Custom Tensile Testing Device.
Biomed Eng Education (2025). https://doi.org/10.1007/s43683-025-00200-x

Image Credits: AI Generated

DOI:

Keywords: Biomedical engineering, consensus standards, round-robin testing, educational innovation, tensile testing device

At the core of the inquiry-based learning paradigm is the principle that students learn best by engaging in hands-on, experiential learning opportunities. This research highlights that undergraduate engineering students often benefit more from interactive and collaborative environments, where they can actively participate in the learning process rather than passively receiving information. By engaging students in real-world problem-solving scenarios, educators can foster critical thinking, creativity, and a deeper understanding of complex engineering concepts, which are paramount for their future careers.

As education continues to evolve in the context of rapid technological advancements, the challenges faced by students in traditional laboratory settings have also come to the forefront. Many engineering programs have been criticized for their lack of alignment with industry needs, often leaving graduates ill-prepared for the demands of the modern workforce. The authors of the study posit that by integrating inquiry-based methods into laboratory courses, institutions can better equip students with the skills they need to thrive in a competitive job market.

The design and implementation of an inquiry-based laboratory class require careful consideration of several factors, including curriculum development, assessment strategies, and the overall educational environment. Leo and colleagues conducted a comprehensive review of existing literature, which revealed that successful inquiry-based learning experiences are characterized by clear learning outcomes, structured guidance, and opportunities for self-directed exploration. The research presents a framework for educators looking to transition from conventional teaching frameworks to more dynamic inquiry-based approaches.

An integral aspect of this research is the exploration of various instructional strategies that can be employed within the inquiry-based learning model. These strategies encompass cooperative learning, project-based tasks, and the incorporation of technology-enhanced learning tools. By leveraging technology, educators can create immersive learning environments that promote collaboration and engagement among students, ultimately leading to enhanced educational outcomes. The study emphasizes the importance of utilizing digital resources, simulations, and virtual labs to create a comprehensive learning experience that resonates with today’s engineering students.

Moreover, the research highlights the pivotal role of assessment in inquiry-based learning environments. Traditional assessment methods often emphasize rote memorization and standardized testing, which may not accurately reflect a student’s ability to think critically or apply knowledge in real-world situations. The authors recommend that educators develop authentic assessment strategies that evaluate student performance based on their problem-solving processes, teamwork, and adaptability. This shift in assessment practices is crucial for measuring the effectiveness of inquiry-based learning and ensuring that students are adequately prepared for future challenges.

Equally important to the inquiry-based learning process is the role of the instructor. Educators must adapt to this new teaching paradigm by developing their skills and competencies in facilitation and mentorship. The study reveals that successful instructors in inquiry-based settings often serve as guides rather than traditional lecturers, encouraging students to explore, question, and engage deeply with the material. This shift in the educator’s role is essential for fostering a supportive learning atmosphere that promotes student ownership of their educational journey.

Collaboration among students is another vital component of the inquiry-based laboratory experience. The research indicates that when students work together in teams, they are more likely to develop effective communication skills, share diverse perspectives, and learn from one another. This collaborative approach not only enhances the learning experience but also mirrors the teamwork often required in professional engineering contexts. By nurturing these collaborative skills, inquiry-based laboratory classes prepare students for the realities of the workplace, where teamwork and cooperation are key.

Furthermore, the article discusses the significance of aligning inquiry-based laboratory classes with industry standards and expectations. By incorporating real-world challenges and case studies into the curriculum, educators can help students develop practical skills that are directly relevant to their future careers. This alignment not only enriches the learning experience but also improves students’ employability, as they emerge from their programs with a deeper understanding of industry practices and expectations.

Despite the clear benefits of inquiry-based laboratory classes, some challenges remain in their implementation. Institutional resistance, limited resources, and the need for teacher training are obstacles that educators must navigate when transitioning towards this innovative instructional model. The research highlights the importance of institutional support and professional development to ensure that faculty have the tools and knowledge necessary to implement inquiry-based approaches effectively.

The study conducted by Leo et al. serves as an important contribution to the field of engineering education, providing a detailed exploration of the principles, benefits, and challenges of inquiry-based learning environments. The authors advocate for a broader adoption of this instructional model within engineering curricula, arguing that such a transition not only enhances student learning but also cultivates the next generation of engineers equipped with the critical skills needed to face global challenges.

In conclusion, the instructional design and implementation of inquiry-based laboratory classes present a remarkable opportunity for revolutionizing engineering education. By embracing this approach, institutions can foster a more engaging, collaborative, and effective learning environment that prepares students for successful careers. As the demand for skilled engineers continues to rise in today’s complex world, the adoption of innovative educational methodologies becomes ever more pertinent.

In this era of continuous evolution, it is imperative for educators and institutions to collaboratively work towards redefining pedagogical strategies, integrating inquiry-based learning into engineering programs, and ultimately creating a more adaptable workforce ready to tackle pressing global challenges.

Ultimately, the findings of this significant research advocate for a comprehensive rethink of traditional educational approaches in favor of inquiry-based methodologies. By prioritizing real-world application, collaboration, and critical thinking, engineering education can evolve and ensure that its graduates are not just competent technicians but versatile problem-solvers equipped for the future.

The implications of this research resonate beyond engineering, touching upon the very core of educational reform. By fostering environments that value inquiry and exploration, we can cultivate not just engineers but innovators capable of pushing boundaries and redefining our understanding of technology and its role in society.

Subject of Research: The design and implementation of an inquiry-based laboratory class for undergraduate engineering students.

Article Title: Instructional Design and Implementation of an Inquiry-Based Laboratory Class for Undergraduate Engineering Students.

Article References: Leo, C.H., Sockalingam, N., Tan, M.X. et al. Instructional Design and Implementation of an Inquiry-Based Laboratory Class for Undergraduate Engineering Students. Biomed Eng Education (2025). https://doi.org/10.1007/s43683-025-00173-x

Image Credits: AI Generated

DOI:

Keywords: Inquiry-based learning, engineering education, instructional design, collaborative learning, assessment strategies.

The fragmented educational structure, akin to silos, prevents students from gaining a comprehensive understanding of how different components of biomedical engineering interrelate. The authors argue that such isolation among disciplines not only hampers the learning process but also inhibits the development of skills essential for real-world applications. Their research presents a framework aimed at dismantling these barriers, which potentially paves the way for new educational paradigms that encourage collaboration across different subjects.

As technology and science advance at such a rapid pace, curricula must adapt accordingly to ensure that students are prepared for the complexities of modern biomedical challenges. The research emphasizes the need for curricula to be dynamic and interconnected, equipping students with both theoretical knowledge and practical skills essential for addressing real-life problems. By bridging the gaps between traditionally isolated subjects, the authors advocate for an educational philosophy that prioritizes integration over separation, reflecting the interdisciplinary nature of the biomedical field.

Through extensive literature review and qualitative analysis, the study identifies key areas in which the educational experience can be improved. For instance, the authors suggest incorporating project-based learning that emphasizes teamwork and real-world problem-solving, allowing students to draw from various disciplines and apply their knowledge in holistic scenarios. Such projects can mimic the collaborative environment found in actual clinical and engineering settings, preparing students for future challenges.

Moreover, the study discusses the importance of faculty development in fostering an environment conducive to collaborative learning. It acknowledges that faculty members often work within their own silos, which may inadvertently reinforce the very fragmentation that the authors seek to address. Professional development initiatives that encourage cross-disciplinary teaching strategies and collaborative pedagogy are crucial for achieving curricular cohesion. By empowering educators, institutions can cultivate an atmosphere that emphasizes the connectedness of knowledge, thereby enriching the learning experience for students.

Another significant facet of the proposed framework is the necessity of aligning learning outcomes with industry expectations. There exists a disconnection between what is taught in educational institutions and the skills required by employers. The research highlights the importance of stakeholder engagement, including industry professionals, to ensure that curriculum development is responsive to the evolving demands of the biomedical engineering sector. This alignment not only enhances student readiness but also increases employability prospects upon graduation.

The paper further underscores the significance of assessment methods in fostering curricular cohesion. Traditional assessment techniques often promote rote memorization and isolated understanding of concepts. In contrast, the authors advocate for integrative assessment strategies that evaluate students on their ability to synthesize knowledge from multiple domains. Such assessments encourage deeper learning and reinforce the interconnected nature of biomedical engineering, allowing students to demonstrate their competencies in a manner that aligns with real-world expectations.

In addition to enhancing curricular structure and assessment, the study emphasizes the role of technology in bridging educational silos. The integration of digital tools and online resources can facilitate collaborative learning environments that transcend geographical limitations. Virtual laboratories, online forums, and interactive simulations can offer students opportunities to engage with peers from diverse backgrounds and skill sets, further enriching their educational experience. Greater access to technology can enable a more adaptive learning environment and promote continuous interaction among students, educators, and industry professionals.

As globalization continues to shape various industries, the need for culturally competent engineers has become paramount. Understanding diverse perspectives and practices can significantly enhance innovation in biomedical solutions. The authors propose that curricula be designed to include global case studies and collaborative projects with international partners, fostering an appreciation for cross-cultural considerations in biomedical engineering practices. Such an approach not only broadens student horizons but also prepares them for an increasingly interconnected world.

The implications of this research extend beyond academia; they hold the potential to impact the future of biomedical innovation and healthcare delivery. By fostering an educational environment that prioritizes integration and collaboration, we can cultivate a new generation of biomedical engineers who are not just knowledgeable but also adaptable, creative problem-solvers capable of addressing the multifaceted challenges facing the industry.

In conclusion, the research conducted by Mansy, Bilgili, and Thurlow offers a compelling case for the modernization of biomedical engineering education. As institutions grapple with the challenges posed by a rapidly changing workforce, the study’s insights encourage a reflective examination of current educational practices. By embracing a framework that bridges the silos of learning, academic institutions can better prepare students for the complexities of their future roles in the biomedical sector. This holistic approach to education not only enhances student outcomes but also ensures that the field itself continues to innovate and evolve in response to global healthcare needs.

The paradigm shift proposed in this research brings to light the urgent necessity of rethinking conventional teaching structures within biomedical engineering. As educators begin to adopt the principles of curricular cohesion, the potential for creating a more informed and capable workforce in the biomedical field becomes increasingly tangible. Through collaboration, technology, and integrative learning strategies, we can foster a generation of engineers ready to navigate and lead in the dynamic landscape of healthcare.

As the discourse continues around educational reform in biomedical engineering, focus must remain on fostering an environment where ideas cross-pollinate and creativity flourishes. The integration of various disciplines not only benefits students but also has far-reaching implications for advancements in biomedical science and technology. Enhancing curricular cohesion today can lead to groundbreaking innovations tomorrow, ultimately contributing to better patient outcomes and improved quality of life through engineered solutions.

The journey towards bridging educational silos is indeed challenging but necessary for the future of biomedical engineering. As we stand at the crossroads of education and innovation, it is essential that stakeholders, from educational institutions to industry leaders, collaborate and share their vision for a more unified approach to learning in this field. This synthesis of knowledge and practice represents not only an academic goal but a societal imperative, as we strive to empower future generations to meet the demands of an ever-evolving healthcare landscape.

Through the lens of this transformative research, it becomes clear that bridging educational silos is not just an academic endeavor; it is a crucial step towards enhancing the quality of education and ultimately improving health outcomes around the world. As we look forward to the future, may the paths of collaboration, integration, and innovation converge, shaping a new era of excellence in biomedical engineering education.

Subject of Research: Enhancing Curricular Cohesion in Biomedical Engineering Education

Article Title: Bridging the Silos: An Approach to Enhancing Curricular Cohesion & Expectations

Article References:

Mansy, M.M., Bilgili, A., Thurlow, N.A. et al. Bridging the Silos: An Approach to Enhancing Curricular Cohesion & Expectations.
Biomed Eng Education (2025). https://doi.org/10.1007/s43683-024-00168-0

Image Credits: AI Generated

DOI:

Keywords: Biomedical Engineering Education, Curricular Cohesion, Interdisciplinary Learning, Problem-Based Learning, Faculty Development, Industry Alignment, Assessment Strategies, Global Competence, Technology Integration.

This study, published in the Biomedical Engineering Education journal, meticulously examines the experiences of biomedical engineering students exposed to human cadavers during their anatomical training. In the quest to innovate and enhance educational practices, the researchers collected qualitative data from a diverse cohort of students who participated in the dissection and study of cadavers. Their insights revealed a profound appreciation for the real-world context that cadaveric study provided, offering a stark contrast to traditional textbook approaches.

For many students, the opportunity to interact directly with human anatomy proved to be an indispensable aspect of their education. The hands-on experience facilitated a deeper understanding of complex structures, physiological functions, and the spatial relationships within the human body. This experiential learning model allowed students to bridge the gap between theoretical knowledge and practical application, a crucial skill in the field of biomedical engineering where precision and understanding of human anatomy directly impact device development and patient care.

Furthermore, the emotional and psychological responses of students engaged with cadavers were noted. Many reported feelings of gratitude for the opportunity to learn from donated bodies, with a sense of respect and responsibility underscoring their experience. This emotional engagement is vital in cultivating empathy and a comprehensive understanding of the human condition, integral traits for aspiring biomedical engineers who often work closely with medical technologies directed at improving patient outcomes.

The researchers identified that the inclusion of cadaver studies not only enhanced anatomical knowledge but also improved students’ confidence in their skills. Participants expressed that mastering dissection techniques and understanding anatomical variations equipped them with indispensable tools for their future careers. The mastery of such technical skills not only bolsters their academic profiles but also fosters a readiness to engage with clinical practices where such knowledge is crucial.

The investigation revealed that traditional instructional methods often leave students yearning for a more tactile learning experience. While textbooks, 3D models, and virtual simulations provide valuable information, they frequently fall short of replicating the intricacies and nuances of human anatomy. Cadaveric study fills this void, offering a dynamic learning environment where students can explore, inquire, and discover in ways that enhance retention and understanding.

Additionally, the findings pointed to the collaborative nature of cadaveric dissection exercises, wherein students worked in groups to maximize their learning experiences. This collaborative aspect not only promoted active learning but also fostered essential teamwork skills that are crucial in multidisciplinary settings. Students reported that sharing observations and insights with peers during dissections contributed significantly to their overall learning experience, illustrating the communal benefit of engaging with human anatomy in a shared space.

As educational institutions increasingly recognize the importance of experiential learning, the study emphasizes the need to integrate cadaveric study into biomedical engineering curriculums. The researchers advocate for the continued evolution of educational frameworks that prioritize hands-on experiences alongside theoretical instruction. By adopting such models, institutions can prepare graduates who are not only knowledgeable but also skilled and empathetic practitioners ready to tackle contemporary healthcare challenges.

Moreover, the ethical considerations surrounding cadaver use are also addressed in the study. Participants expressed a heightened awareness of the ethical responsibilities that accompany the utilization of human bodies for educational purposes. Institutions must ensure that the procurement of cadavers is conducted ethically and respectfully, fostering a culture of gratitude among students for the contributions of those who have chosen to donate their bodies to science.

Lastly, the ramifications of this research extend beyond individual educational institutions; they have implications for the biomedical engineering field at large. Enhancing the anatomical knowledge of engineers can translate into innovations in medical devices, wearable technology, and surgical tools that are more effective and user-friendly. Thus, universities may play a pivotal role in shaping the future of biomedical engineering through their educational approaches, ultimately leading to advancements that could significantly improve patient care and outcomes.

In conclusion, Bradshaw, Perotti, and Kassab’s 2025 study serves as a clarion call for the integration of cadaveric studies into biomedical engineering education. By fostering practical skills, enhancing empathy, and encouraging collaborative learning, such approaches will not only benefit students but also the broader healthcare landscape. As the demand for skilled professionals in biomedical engineering continues to grow, educational practices must also evolve to meet the challenges of tomorrow.

Subject of Research: Biomedical Engineering Education and the Use of Cadavers

Article Title: Biomedical Engineering Students Report Positive Experiences Learning Anatomy from Human Cadavers

Article References:

Bradshaw, E.L., Perotti, L.E. & Kassab, A. Biomedical Engineering Students Report Positive Experiences Learning Anatomy from Human Cadavers.
Biomed Eng Education (2025). https://doi.org/10.1007/s43683-024-00166-2

Image Credits: AI Generated

DOI: 10.1007/s43683-024-00166-2

Keywords: Biomedical Engineering, Anatomy Education, Cadaver Studies, Experiential Learning, Educational Methodology