Hasil untuk "Engineering"

Florence Croisier, C. Jérôme

Abstract Derived from chitin, chitosan is a unique biopolymer that exhibits outstanding properties, beside biocompatibility and biodegradability. Most of these peculiar properties arise from the presence of primary amines along the chitosan backbone. As a consequence, this polysaccharide is a relevant candidate in the field of biomaterials, especially for tissue engineering. The current article highlights the preparation and properties of innovative chitosan-based biomaterials, with respect to their future applications. The use of chitosan in 3D-scaffolds – as gels and sponges – and in 2D-scaffolds – as films and fibers – is discussed, with a special focus on wound healing application.

S. Bose, Sahar Vahabzadeh, A. Bandyopadhyay

With the advent of additive manufacturing technologies in the mid 1980s, many applications benefited from the faster processing of products without the need for specific tooling or dies. However, the application of such techniques in the area of biomedical devices has been slow due to the stringent performance criteria and concerns related to reproducibility and part quality, when new technologies are in their infancy. However, the use of additive manufacturing technologies in bone tissue engineering has been growing in recent years. Among the different technology options, three dimensional printing (3DP) is becoming popular due to the ability to directly print porous scaffolds with designed shape, controlled chemistry and interconnected porosity. Some of these inorganic scaffolds are biodegradable and have proven ideal for bone tissue engineering, sometimes even with site specific growth factor/drug delivery abilities. This review article focuses on recent advances in 3D printed bone tissue engineering scaffolds along with current challenges and future directions.

P. Runeson, Martin Höst, A. Rainer et al.

M. Rahaman, D. Day, B. Bal et al.

Xin-She Yang

A. V. Lamsweerde

Xiaolei Yin, Benjamin E. Mead, Helia Safaee et al.

G. Wang, S. Shan

J. Bailey, D. Ollis

L. Pawłowski

R. I. Stephens, H. O. Fuchs

Z. Bieniawski

J. March

M. Wooldridge

C. Wickens

A. Khademhosseini, R. Langer

S. Shin, Y. Li, H. Jang et al.

Karin Ackermann

Juebei Chen, A. Kolmos, Xiangyun Du

ABSTRACT During the last 40 years, problem- and project-based learning (PBL) has been widely adopted in engineering education because of its expected effectiveness in developing students’ professional knowledge and transferable skills. With a growing number of PBL researches and practices in engineering education, systematic or meta-analysis reviews were conducted regarding the definitions, history and development of PBL, and benefits for student learning outcomes. However, challenges in PBL implementation was little addressed in the current review works, and even less attention has been paid on how these challenges in implementation are related to the diverse PBL practices. This paper reviewed 108 research articles to explore the levels at which the currently reported PBL practice is being implemented, and what challenges in PBL practices are being addressed. This research illustrates the variety of PBL implementation at the course level, cross-course level, curriculum level, and project level. Across these four levels, similar challenges are reported at the individual level for teachers and students, as well as at the institutional level and the culture level. Recommendations on future research directions for engineering educational researchers and suggestions for engineering faculty and staff are proposed to optimise PBL curriculum design and inform future PBL implementation.

Antoine van den Beemt, M. MacLeod, J. T. van der Veen et al.

Societal challenges that call for a new type of engineer suggest the need for the implementation of interdisciplinary engineering education (IEE). The aim of IEE is to train engineering students to bring together expertise from different disciplines in a single context. This review synthesizes IEE research with a focus on characterizing vision, teaching practices, and support.