The degree in Biomedical Engineering deals with the application of mechanical design principles to the healthcare sector. Biomedical engineers require these knowledge and related abilities to solve tasks like the design of prosthesis, implants, orthodontics devices or gurney structures. Such learning outcomes demand advanced mathematical knowledge and are not always intuitive for students if the learning approach is solely theoretical. More interactive non conventional approaches are required to ensure satisfactory learning results in this very sensitive engineering field. This work presents flipped learning educational strategies based on practical laboratory sessions and collaborative tasks, to reinforce Mechanics of Materials learning in the field of Biomedical Engineering.

The experimental learning approach proposed hereby uses video lectures, readings and self browsing experiences on technical websites as methods for pre-class learning. Moreover, the learning aims to develop student capabilities in four important areas of the Mechanics of Materials and Continuum Mechanics:
(1) Elasticity,
(2) Viscoelasticity,
(3) Internal loading and
(4) applied Finite Element Method (FEM).

The Moodle learning management system is used to organize and provide the pre-class materials related to strain gauges integration in prosthesis, joints, crutches or mammography machines. A collaborative approach is followed during in-class learning activities, the students address discussions on the optimal approach to solve complex problems, such as the determination of stresses in in pressure vessels by means of strain gauge measurements, through integration of the previous Elasticity and pre-class acquired knowledge. Afterwards, the lecturers provide real-time feedback and support for the definition of the experimental task schedule. Other covered areas include the application of viscoelasticity principles to describe the experimental mechanical behavior of biological materials and healthcare synthetic materials. The students are boosted to put the mathematical skills together with the use of updated testing technology to develop real material modelling skills. Moreover, the students learn how to apply FEM simulations to calculate stress and strain fields in a wide variety of configurations, with the purpose to acquire geometry independent analysis skills.

Thus, this work analyzes the suitability of the followed flipped learning approach in the different covered areas and highlights the main identified challenges and barriers. In addition, it discusses, in comparison to traditional educational models, the achieved student engagement, the student performance, the improvement degree in active learning critical thinking, problem-solving and teamwork skills.

Keywords: Undergraduate education, biomedical engineering, flipped learning, collaborative learning, critical thinking.