The Formative Evaluation and the Teaching Based on Problems in Bioengineering College

It is essential that the undergraduate in the field of bioengineering achieve a significant learning with a experimental foundation. Problem-based learning (PBL) is an alternative to reach this goal. In this paper, we describe our experience at the Faculty of Engineering at UNER working with a laboratory-based activity using PBL in the Advanced Control and Automatism course unit, whose aim was to digitally control the position of a tomograph stretcher as an open engineering problem. Also included is the evaluation of the activity using task specific rubrics.