Problem-Based Learning in Biomedical Engineering: Bridging the Gap in Teaching Basic Medical Sciences

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Abstract
This paper explores the introduction of problem-based learning (PBL) in Biomedical Engineering at Tecnologico de Monterrey, comparing experiences from 2014 to 2019 between medical and biomedical engineering students. Medical students consistently outperform biomedical engineering counterparts, attributed to higher admission standards. Despite minor improvements in biomedical engineering grades, the differences remain statistically insignificant. Initial challenges for students involve adapting to a self-directed learning model. Biomedical engineers excel in cell biology compared to biochemistry courses. Students recognize PBL's benefits in acquiring theoretical knowledge and facing intellectual challenges, emphasizing its value in biomedical engineering education. We conclude that PBL implementation should be considered in other engineering courses.

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