Inquiry-based instruction offers one of the most effective means of facilitating learning by compelling students to solve authentic problems through a self discovery process. In biomedical engineering (BME), there has been a recent upsurge in activity in inquiry-based (i.e., challenge-based or problem-based) instruction in the educational literature [1–4] and it appears to be especially well suited for BME laboratories where quantitative measurements of complex and variable biological systems are required [3].

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