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Abstract To enable interactive remote education on electrical safety in biomedical engineering, a real-life problem-based laboratory module is proposed, implemented and evaluated. The laboratory module was implemented in a freestanding distance course in hospital safety for three consecutive years and was based on electrical safety for medical devices, where standard equipment existing in most hospitals could be used. The course participants were from a total of 42 geographical locations in or near Sweden. To allow a high level of interaction, especially among peer students, a graphical digital platform (Gather Town) was used. The digital platform was additionally used in two group work sessions. The experience of the participants in terms of usefulness and satisfaction was rated on a range of -2, 2 using a van der Laan 5-point Likert-based acceptance scale questionnaire. The laboratory module overall was scored 4.1/5 by the participants ( n = 29) in the final course assessments. The evaluation of the digital platform alone showed that in the first usage instance, the participants ( n = 21) found the platform to be useful (0.54 ± 0.67) and satisfactory (0.37 ± 0.60). The participants’ experience of the digital platform improved when comparing two identical group work assignments so that ratings of usefulness and satisfaction were 1.11 ± 0.59 and 1 ± 0.71, respectively, after they had used it in the second group work session ( n = 38). This study provides an instance of an interactive remote electrical safety laboratory module that is envisioned to contribute to further implementations of sustainable education in biomedical engineering.
Haj‐Hosseini et al. (Fri,) studied this question.