The Chemical Engineering Laboratory is a crucial training ground for students to acquire fundamental professional skills. Among these skills, troubleshooting is exceptionally valuable and significant, yet it is often underemphasized in the engineering curriculum. This study examines the efficacy of structured troubleshooting training modules in enhancing students' troubleshooting skills. Modules were integrated into laboratory lectures to introduce troubleshooting concepts, followed by a hands-on exercise to evaluate proficiency. Teaching assistants assessed student performance and recorded observations on troubleshooting approaches and strategies. Results suggest that structured training modules improve troubleshooting skills. Our findings highlight the importance of dedicated pedagogy in enhancing student troubleshooting performance.
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Prpich et al. (2024) studied this question.
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