Purpose: We propose a novel method for initiating, evaluating, and sustaining a Biomaterials Education program for 6th-8th grade students. This method details the use of affordable materials, funding resources, and use of university outreach programs to provide biomaterials education in primary schools. This model is reproducible and adaptable through unique, yet robust assessment tools, which improve the pedagogy of the presented material throughout the program. The positive learning outcomes of this model apply to not only primary school students, but also university students by providing opportunities to teach fundamental biomaterial principles. Methods: Our model is built around a funding structure provided by the Society for Biomaterials (SFB) and West Tennessee STEM Hub. The STEM Hub has awarded the University of Memphis Student Chapter with a grant to fund STEM teaching in local primary schools. Additionally, we have received an award from SFB as part of their Biomaterials Education Challenge. The University of Memphis SFB Student Organization was used for staffing. Students in this organization have special knowledge and/or interest in the field of Biomaterials that facilitates the implementation of experiments and lectures. Outreach to local primary education institutions is facilitated by the growing focus on STEM education. Local magnet schools focusing on promoting STEM education provided locations with cooperative school administration and alignment of our outreach activities with the current school curricula. are created and administered: one for assessing the impact on primary school students, and the other for evaluating the instructor's educational approach and for correlation with learning objectives. The primary student surveys include pre-interest, post-interest, and knowledge scales to track effects numerically, followed by similar surveys which collect qualifiable data of current and learned knowledge. The instructor surveys are administered post-activity and assess effectiveness of the instruction. Experiments begin with an introduction, pre-lesson assessment forms, and a lecture explaining the science of the experiment. Volunteers coordinate the activities on a group-by-group basis. The experiments are: Sodium Alginate Crosslinking, Biomaterial Mechanical Testing of Vascular Graft, Smart Material Demonstration, Advanced Hydrogel Crosslinking Analysis. Results and Conclusion: Based on the results of a preliminary educational seminar, we have developed a Biomaterials Education program for 6th-8th grade students. Through timely and repetitive assessment of learning outcomes before and after instruction (short and long term) we can tailor instruction methods to most effectively convey knowledge. This innovative assessment of shortfalls in pedagogy heightens interest, bolsters understanding, and improves retention of biomaterials concepts. Future work will include (1) charting the instructors' comfort level and effectiveness compared to the evaluation of knowledge and retention of the students, and (2) investigation of knowledge and interest based on factors such as group size, grade level, and complexity of activity. Furthermore, we will expand the Education program to a larger number local Middle Schools.
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