This paper shares a practice of encouraging critical analysis in science students by comparing mobile applications and peripherals to traditional tools to record physiological variables such as heart rate and blood pressure. A progressive series of case studies is described with learning outcomes mapped to the benchmark statement for Bioscience from the United Kingdom's Quality Assurance Agency. A student reflection and staff commentary of the practice is also offered.
|Journal||Journal of Problem Based Learning in Higher Education|
|Early online date||9 Apr 2018|
|Publication status||E-pub ahead of print - 9 Apr 2018|