Innovative Teaching Practice

Department of Bio Medical Engineering

S.No	Year	Course Code & Title	Innovative practice in delivery Methods	Topic	Peer review and Reflective Critique
Name of the Course Coordinator : Ms.M.Mohanavalli, AP/BME
1	IV	19BMX29 Brain Computer Interface and Applications	Role Play	Neuronal Activity in brain cortex	The role-play activity on neuronal activity in the brain cortex made complex neurophysiological processes easier to understand through interactive dramatization. It enhanced engagement, teamwork, and conceptual clarity. Including visual aids or short explanatory videos could make the activity even more impactful.
			Practical Based Learning	EEG signal acquisition	The practical-based session on EEG signal acquisition provided valuable hands-on experience in recording and analyzing brain signals. It strengthened technical skills and understanding of biosignal instrumentation. Adding troubleshooting exercises could further enhance problem-solving and data interpretation abilities.
			Peer Group Learning	Power Spectral Density	Peer group learning on power spectral density fostered collaborative understanding of frequency domain analysis in brain signals. Students gained confidence in explaining and applying key signal processing concepts. Incorporating software-based demonstrations could make learning more interactive and technically enriched.
			Experimental & Active Learning	Analysis of different classification methods using Classification learner app in Mathlab	This experimental learning session encouraged active exploration of machine learning techniques for EEG data analysis. It enhanced computational thinking and practical exposure to MATLAB tools. Providing diverse datasets could improve adaptability and deepen understanding of various classification algorithms.
			Peer Group Learning	Speller based on SSVEP	The peer group activity on SSVEP-based spellers promoted teamwork and innovation in understanding brain–computer communication. Students collaboratively analyzed how visual stimuli are translated into control signals. Implementing a small prototype or simulation could make the experience more hands-on and engaging.
2	IV	19BMX31-Rehabilitation Engineering	Group Discussion	Rehabilitation team members and their	The group discussion helped students understand the multidisciplinary nature of rehabilitation teams and the specific functions of each member. Active participation encouraged teamwork, communication, and clarity in professional roles. The session enhanced collaborative learning and awareness of coordinated care in rehabilitation settings.

			Flipped Classroom	Hearing Aids	The flipped classroom on hearing aids enabled students to learn concepts beforehand and apply them during class through case discussions and demonstrations. This approach deepened understanding of hearing aid components, fitting, and signal processing. Students showed improved engagement and analytical thinking in linking theory to clinical applications.
			Quiz	Artificial limbs – body powered &	The quiz on artificial limbs reinforced theoretical knowledge and practical aspects of prosthetic design and control mechanisms. The interactive format promoted enthusiasm, quick recall, and self-assessment among students. It served as an effective tool to evaluate learning outcomes and enhance retention.

			Group Discussion	Robotics and Virtual Reality Applications	This group discussion encouraged students to explore emerging technologies like robotics and VR in mobility rehabilitation. The collaborative exchange of ideas improved creativity, problem-solving, and awareness of modern rehabilitation tools. Students demonstrated enhanced interest in technology integration within healthcare.

			Group Discussion	Legal aspect available in choosing the	The discussion on legal aspects and educational provisions raised awareness of ethical, regulatory, and policy frameworks governing assistive devices. Students developed an understanding of patient rights and device approval processes. The session promoted critical thinking and responsibility toward ethical rehabilitation practices.

Name of the Course Coordinator :Dr.P.Brindha, ASP/BME
3	III	19BM601 Medical Image Processing	Participative Learning	Homomorphic filtering	The participative learning session on homomorphic filtering encouraged active involvement and collaborative understanding of image enhancement techniques. Students effectively discussed the role of illumination and reflectance in image processing. Including real-time demonstrations could further deepen practical understanding and interest.
			Technical Quiz	Elements of information theory	The technical quiz on elements of information theory provided an engaging platform to assess conceptual understanding and quick thinking. It motivated students to revise key formulas and definitions. Providing brief explanations after each answer could help reinforce theoretical clarity and reduce confusion.
			Group Discussion	Point detection	The group discussion on point detection facilitated peer learning and enhanced understanding of spatial filtering techniques. It allowed students to share varied perspectives and clarify doubts collaboratively. Incorporating example images or software demonstrations could make the discussion more application-oriented.
			Group Discussion	Regional descriptors	The group discussion on regional descriptors promoted analytical thinking about feature extraction and image segmentation. Students benefited from exchanging interpretations of different descriptor methods. Summarizing key conclusions at the end of the session could help consolidate the learning effectively.
Name of the Course Coordinator : Dr.B.Saritha, ASP/BME
4	III	19BM602 Pattern Recognition and Neural Networks	Recollecting Things	Participative Learning	The “Recollecting Things” activity encouraged students to actively recall and connect key concepts in pattern recognition through participative engagement. It improved memory retention and conceptual clarity by involving everyone in the discussion. Including real-world examples could further strengthen application-based understanding.


			Crossword puzzle	Participating Learning	The crossword puzzle made learning interactive and fun while reinforcing technical terms and concepts related to neural networks. It promoted teamwork, problem-solving, and recall of definitions in an enjoyable way. Adding slightly more complex or scenario-based clues could further challenge analytical thinking.


			Peer group	Competitive Network	The peer group learning on competitive networks fostered collaboration and deeper understanding of neural computation principles. Explaining concepts among peers enhanced confidence and knowledge sharing. Incorporating simulation exercises or coding demonstrations could make the session more practical and engaging.
Name of the Course Coordinator : Ms.M.Dhivya, AP/BME
5	III	19BMX03 Hospital Waste Management	Group Discussion	Personal Protective Equipment	The group discussion on Personal Protective Equipment (PPE) encouraged active participation and awareness about safety protocols in healthcare settings. It helped students understand the importance and correct usage of PPE. Including real-life case scenarios could make the discussion more practical and impactful.
			Chart Presentation	Categories and Classification of biomedical	The chart presentation enhanced visual learning by clearly depicting the segregation and classification of biomedical waste. It promoted creativity and teamwork among students. Adding color-coded charts aligned with regulatory standards could further improve clarity and retention.
			Quiz	Medical Gas system	The quiz on the medical gas system was an engaging method to assess theoretical and practical knowledge. It encouraged students to revise key concepts and improved recall speed. Brief discussions after each question could help reinforce the correct understanding of technical details.
			Peer Teaching	Control of Hazardous Energy	Peer teaching on the control of hazardous energy allowed students to take ownership of learning and explain safety measures effectively. It strengthened communication skills and deepened comprehension of workplace hazard prevention. Incorporating short demonstrations or videos could make the concept more vivid and relatable.
			PPT presentation	Disinfectants	The PowerPoint presentation on disinfectants facilitated structured and visual learning about types, mechanisms, and applications of disinfectants. It encouraged clarity in communication and confidence in public speaking. Including comparative data or real hospital practices could enhance its practical relevance.
Name of the Course Coordinator :K.K.Leka, AP/BME
6	III	19BMX07 Telehealth Technology	Group Discussion	Tele-care	The group discussion on Tele-care fostered active participation and collaborative learning about remote healthcare delivery. Students shared diverse perspectives on technology use and patient monitoring. Encouraging case-based discussions could make the session more practical and clinically relevant.
			Flipped Classroom	Wireless Communication	The flipped classroom on wireless communication allowed students to learn basic concepts beforehand and apply them during interactive sessions. It promoted self-learning and better engagement through real-time problem-solving. Pre-session quizzes could further assess preparation and enhance focus during class discussions.
			Peer Teaching	Telepathology	Peer teaching on telepathology enabled students to explain diagnostic technologies to their peers, enhancing both teaching and learning skills. It improved understanding of digital pathology systems and their benefits in remote diagnosis. Incorporating real clinical images could make the topic more engaging and authentic.
			Peer Teaching	Patient-Doctor Relationship	This peer teaching session effectively highlighted the ethical, emotional, and communication aspects of teleconsultation. It encouraged empathy and understanding of digital patient interactions. Including short role-play activities could make the learning experience more experiential and memorable.
			Quiz	PACS strategic plan and needs	The quiz on PACS strategic planning reinforced key concepts in medical data storage and retrieval. It promoted healthy competition and quick recall among students. Adding brief explanations after each answer could help clarify misconceptions and deepen understanding.
Name of the Course Coordinator : Mrs.N.Ageela, AP/BME
7	III	19BMX14 Biomaterials and Applications	Group Discussion	Wound Healing and Foreign Body Response	The group discussion encouraged students to explore the biological processes of wound healing and immune responses to foreign materials. Active participation promoted deeper understanding of inflammation, tissue regeneration, and biomaterial compatibility. The interactive format enhanced critical thinking, teamwork, and the ability to connect theoretical concepts with clinical applications.
			Quiz	Biomedical application of polymers outside the body and temporary in vivo applications.	The quiz effectively assessed students’ knowledge of polymer use in biomedical fields, focusing on external and temporary in vivo applications. It encouraged quick recall, reinforced theoretical learning, and created enthusiasm through healthy competition. Students demonstrated improved retention and clarity on the role of polymers in medical devices and implants.
			Group Discussion	Hard tissue replacement Implants	This discussion allowed students to analyze various implant materials and their mechanical and biological properties for hard tissue replacement. Peer interaction facilitated comparison of different biomaterials and their performance in orthopedic applications. The activity improved analytical reasoning and communication skills while linking material science to clinical practice.
			Peer group learning	Sterilization of implants: steam sterilization, EtO sterilization, radiation sterilization	Through peer group learning, students collaboratively studied different sterilization methods such as steam, EtO, and radiation techniques. The shared learning process enhanced understanding of sterilization principles, effectiveness, and suitability for various implants. It fostered teamwork, critical thinking, and confidence in applying sterilization protocols to biomedical contexts.
Name of the Course Coordinator : Mrs.B.Pradeepa, AP/BME
8	II	23BM401 Biosensors and Transducers	Recollecting Things	Static and Dynamic Characteristic	The “Recollecting Things” activity helped reinforce fundamental concepts of static and dynamic characteristics through memory-based engagement. It encouraged active participation and quick recall of key parameters. A short quiz or real-life application discussion could make the session more impactful and context-oriented.
			Puzzle solving	Biomedical Application of Temperature Sensors Capacitive Transducer	The puzzle-solving session made learning interactive and enjoyable while enhancing problem-solving skills. It effectively connected theoretical knowledge with biomedical applications of temperature and capacitive sensors. Incorporating time-bound challenges or group competition could further stimulate critical thinking and teamwork.
			Peer group learning	Photovoltavic Cell and Photoconductive Cell	Peer group learning on photovoltaic and photoconductive cells promoted mutual understanding through collaborative explanation and discussion. It helped students grasp working principles, advantages, and limitations of light-based sensors. Including demonstration videos or lab models could further strengthen conceptual clarity.
			Group Discussion	Surface Electrodes and its types	The group discussion on surface electrodes encouraged sharing of ideas about types, materials, and biomedical uses. It fostered teamwork, communication, and analytical comparison of electrode types. Summarizing key points at the end could ensure conceptual uniformity among all participants.
			Practical based learning	Digital Storage Oscilloscope	The practical-based learning session on the Digital Storage Oscilloscope provided hands-on experience in observing and analyzing biosignals. It improved technical proficiency and understanding of real-time waveform interpretation. Including troubleshooting exercises could further enhance analytical and diagnostic skills.
Name of the Course Coordinator :N.Ageela, AP/BME
9	II	23BM402 Biomedical Instrumentation	Peer Group Learning	Co-based alloys	The peer group learning session on Co-based alloys encouraged collaborative exploration of biomaterials and their medical applications. Students shared insights on properties, biocompatibility, and usage in implants, enhancing conceptual clarity. Including case studies or product examples could make the session more industry-oriented and engaging.
			Peer Group Learning	Differential bio-amplifier using BJT	This session allowed students to collaboratively design and analyze differential bio-amplifiers using BJTs. It strengthened understanding of signal amplification and noise reduction principles. Incorporating circuit simulation or lab demonstration could further bridge the gap between theory and practice.
			Group Discussion	Ultrasonic stimulator	The group discussion on ultrasonic stimulators facilitated knowledge sharing about working principles, applications in therapy, and safety considerations. It promoted teamwork and critical thinking on biomedical device design. Adding real-world clinical examples or visuals could make the discussion more interactive and relatable.
Name of the Course Coordinator :Dr.G.S.Satheeshkumar, ASP/BME
10	II	23BM403 Bio Signals and Systems	Group Discussion	Fourier Series of Periodic Signal	The group discussion on the Fourier Series promoted collaborative learning and deeper understanding of signal decomposition. Sharing different perspectives helped in clarifying mathematical interpretations and applications. However, allocating specific subtopics to each group could further enhance focused discussions.
			Participative Learning	Laplace transform and Convolution Integral	The participative learning session on Laplace Transform and Convolution Integral encouraged students to actively derive and apply formulas rather than passively listen. This approach improved problem-solving confidence and conceptual clarity. Providing real-world biomedical examples could make the learning more relevant and engaging.
			Group Discussion	Properties of DTFT	The group discussion on DTFT properties facilitated peer explanation of complex frequency-domain concepts. It strengthened analytical thinking and teamwork skills. A brief instructor summary at the end could further consolidate key takeaways and correct minor misconceptions.
			Participative Learning	Convolution Sum	The participative learning on Convolution Sum allowed students to practically compute and visualize discrete-time operations. It made abstract mathematical ideas more concrete through peer interaction. Integrating simulation tools could enhance visualization and improve comprehension of time and frequency relationships.
Name of the Course Coordinator :Dr.A.Sathishkumar, Prof/BME
11	II	23ES403 Analog and Digital Electronics	Group Discussion	Ideal Characteristic	The group discussion on ideal characteristics encouraged active participation and exchange of diverse ideas among peers. It helped in developing communication and analytical thinking skills while understanding core concepts collaboratively. However, ensuring equal contribution from all members could further enhance engagement and learning outcomes.
			Mind mapping	Analog switches	The mind-mapping activity provided a visual and structured approach to understanding analog switches. It improved concept retention by linking functions, applications, and characteristics in an interconnected way. A more interactive digital tool could make the process even more engaging and dynamic.
			Quiz	Alphanumeric codes	The quiz session on alphanumeric codes effectively tested conceptual clarity and quick recall. It motivated students to revise the topic thoroughly and encouraged healthy competition. Incorporating a short explanation after each question could strengthen conceptual understanding.
			Flipped class	Half and Full Adders	The flipped classroom on half and full adders enabled students to learn the basics beforehand and focus on problem-solving during class. This approach promoted active learning and peer collaboration. Providing pre-class quizzes could further ensure better preparedness and participation.
			Model based learning	Circuit Implementation	Model-based learning for circuit implementation offered a practical, hands-on experience that bridged theory and application. Building and testing circuits enhanced understanding of logical operations and troubleshooting skills. More complex circuit challenges could be introduced to foster creativity and deeper analysis.

Innovative Teaching Practice

S.No	Year	Course Code & Title	Innovative practice in delivery Methods	Topic	Peer review and Reflective Critique
Name of the Course Coordinator : Ms.M.Mohanavalli, AP/BME
1	IV	19BM701 Radiological Equipments	Technology based Learning	Digital Subtraction Angiography	The innovative teaching session on Digital Subtraction Angiography (DSA) used technology-based tools and digital simulations to help students visualize the subtraction process between pre- and post-contrast images. Multimedia resources, including animations, case discussions, and 3D reconstructions, made the class interactive and engaging. Real clinical examples effectively connected theoretical concepts with practical radiology applications.
			Tutorial	Iterative method	The tutorial session focused on explaining the concept of Iterative Reconstruction Techniques in Computed Tomography (CT), which enhances image quality while minimizing radiation dose. The innovative element of this session was the blended teaching approach, integrating simulation-based visualization, step-by-step mathematical iteration demonstration, and interactive student problem-solving. The tutorial mode encouraged students to work in small groups, solving sample reconstruction problems with guidance.
			Role Play	Block diagram approach of MRI system	The role play on MRI systems aimed to enhance conceptual understanding, visualization, and engagement. Students represented different MRI components magnet, RF coil, gradient coil, computer, and display demonstrating their functions and signal flow through interaction. This activity transformed complex theory into an engaging experience, promoted active learning, and encouraged analysis and synthesis over rote memorization.
			Group Discussion	Radio Isotopes – alpha, beta and gamma radiations	The session on the Linear Accelerator (LINAC) used technology-driven methods, including multimedia simulations, virtual labs, and interactive quizzes, to enhance understanding and engagement. 3D animations effectively illustrated beam generation, focusing, and patient targeting. This approach turned passive learning into active exploration, helping students visualize LINAC operation and connect theoretical concepts with clinical practice.
			Technology based Learning	Linear Accelerator	A student-centered group discussion was conducted where teams explored different radiation types alpha, beta, and gamma covering their properties, penetration, detection, and applications. Sharing findings encouraged collaboration, active participation, and critical thinking. Though initially hesitant, students became engaged with assigned roles, improving communication, teamwork, and retention of key concepts.
Name of the Course Coordinator : Dr.B.Saritha, ASP/BME
2	IV	19BM702-Human Assist Devices	Group Discussion	Different types of Oxygenators	The group discussion on oxygenators encouraged collaborative learning and deeper understanding of their working principles and biomedical applications. Students compared various oxygenator types, focusing on design, function, and clinical relevance. The activity enhanced communication, analytical thinking, and teamwork, effectively linking theory with real-world cardiopulmonary support systems.
			Quiz	Prosthetic Cardio Valves	The quiz on prosthetic cardio valves actively engaged students in recalling concepts related to valve design, materials, and hemodynamic performance. The interactive format fostered enthusiasm, reinforced key knowledge areas, and helped identify learning gaps. It promoted quick thinking and strengthened conceptual retention through healthy academic competition.
			Practical Based Leaning	Hearing Aids	The practical-based session on hearing aids provided hands-on experience with device components and signal processing mechanisms. Students explored fitting, testing, and troubleshooting procedures, bridging theoretical acoustics with clinical audiology applications. The activity enhanced technical competence, problem-solving ability, and understanding of assistive hearing technologies.
Name of the Course Coordinator : Mr.K.Balasubramanian, AP/BME
3	IV	19BM703 Hospital Management	Quiz	Pharmacy, Food Services, Laundry	The quiz on hospital support services effectively engaged students in revising essential operational aspects of pharmacy, food, and laundry management. It encouraged active participation, quick thinking, and knowledge retention. Students demonstrated improved understanding of workflow, coordination, and quality control within hospital service departments through this interactive assessment method.

			Group Discussion	Current Issues in Hospital Management	The group discussion on current hospital management issues promoted critical thinking and awareness of real-world healthcare challenges. Students analyzed and exchanged views on topics such as resource allocation, patient safety, and digital transformation in hospitals. The activity enhanced communication, teamwork, and problem-solving skills while fostering collaborative learning.
			Flipped Class room	Health Insurance	The flipped classroom session on health insurance encouraged students to review concepts beforehand and engage in meaningful in-class discussions. This approach deepened their understanding of insurance models, reimbursement systems, and policy frameworks. The interactive format improved analytical ability and connected theoretical knowledge to practical applications in healthcare finance and management.
Name of the Course Coordinator : Ms.K.K.Leka, AP/BME
4	IV	19BMX21 Clinical Engineering	Group Discussion	Role and functions of primary Healthcare	The group discussion on primary healthcare enabled students to understand the structure, roles, and functions of the healthcare delivery system while promoting active participation, teamwork, and critical thinking. Faculty effectively guided the session, ensuring equal involvement and relevance to real-world healthcare scenarios. Students gained clarity on the importance of primary healthcare and rural health challenges, enhancing their communication and collaborative skills.
			Flipped Classroom	Uninterrupted Power supply for ICU	The flipped classroom approach allowed students to study UPS concepts for ICUs through pre-recorded materials before class and apply them during in-class case analyses. Students were better prepared, actively engaged, and demonstrated strong understanding of load capacity and power backup design. The method enhanced higher-order thinking and integration of biomedical and electrical principles. Faculty effectively guided discussions and practical demonstrations, helping students link theoretical concepts with real hospital safety and reliability needs.
			Peer Teaching	Deodorization	In this peer teaching session, students presented the principles and methods of deodorization in biomedical and pharmaceutical processes with confidence and clarity. The session encouraged leadership, communication, and teamwork, while peers engaged through active questioning. Faculty support ensured technical accuracy and relevance. The activity strengthened conceptual understanding and responsibility among students, with presenters gaining deeper insights and learners benefiting from relatable peer explanations.
			Quiz	Training of men for medical equipments	The quiz activity evaluated students’ knowledge of biomedical equipment handling, safety, and maintenance through interactive and competitive participation. Students showed good recall and application of theoretical concepts to practical scenarios. The session encouraged teamwork, enthusiasm, and active engagement while helping identify knowledge gaps. The quiz served as an effective reinforcement tool, promoting retention of key principles related to equipment training and management.
			Peer Teaching	Computerization in pharmacy	This session highlighted the role of computer technology in pharmacy management, covering inventory control, prescription handling, and patient data systems. Student instructors used clear presentations and real-time examples to explain software applications effectively. The collaborative learning atmosphere promoted digital awareness and active participation. Faculty facilitation ensured accuracy and smooth delivery. The approach improved students’ confidence, comprehension, and technical literacy in healthcare digitalization.
Name of the Course Coordinator : Ms.N.Ageela, AP/BME
5	IV	19BMX17 Physiological Modeling	Group Discussion	Lumped model of physiological thermal system	The group discussion helped students analyze the human body’s thermal regulation using the lumped model concept. It encouraged peer interaction and deeper understanding of heat transfer mechanisms within physiological systems. The activity improved communication, analytical thinking, and collaborative problem-solving skills.
			Quiz	Development of a lung model	The quiz effectively assessed students’ knowledge of lung model development and reinforced theoretical understanding through interactive questioning. It encouraged quick recall and application of physiological modeling concepts. Students found the session engaging and useful for identifying learning gaps.
			Peer group learning	Physiological Feedback systems	Peer group learning enabled students to collaboratively study feedback mechanisms in physiological control systems, promoting active engagement and concept sharing. The interaction helped clarify complex topics such as homeostasis and control loop stability. The approach fostered teamwork and deeper comprehension through discussion-based learning.
			Quiz	Model of circadian rhythms	The quiz on circadian rhythm models enhanced understanding of biological timing mechanisms and their control systems. It provided an engaging way to test conceptual clarity and recall. The activity promoted active participation, competitive spirit, and immediate reinforcement of key physiological concepts.
			Group Discussion	Introduction to digital control system.	This discussion allowed students to connect biomedical applications with digital control system principles. Through collaborative dialogue, they explored system behavior, feedback design, and control strategies. The activity encouraged critical thinking, active learning, and communication skills development.
Name of the Course Coordinator : Dr.G.S.Satheeshkumar, Prof/BME
6	III	19BM501 Bio Control System	Puzzle Solving	Modeling of electrical systems, translational and rotational mechanical systems	The puzzle-solving activity in Bio Control Systems encouraged analytical thinking and conceptual clarity by challenging students to model electrical, translational, and rotational mechanical systems. It helped them apply theoretical knowledge creatively to solve interconnected problems, thereby improving reasoning and problem-solving skills in system modeling.
			Flipped Classroom	Determination of time domain specification of second order system	The flipped classroom approach allowed students to engage with learning materials before class, enabling deeper in-class discussions and hands-on exploration of time domain specifications of second-order systems. This method shifted learning from passive reception to active application, enhancing understanding and retention.
			Mind Mapping	Construction of root Locus and study of stability	Mind mapping was used to help students visually connect concepts related to the construction of root locus and stability analysis. It fostered a clear conceptual framework, enabling students to better understand the relationships between system parameters and stability, promoting higher-order cognitive skills.
			Group Discussion	Use of Nichol’s chart to compute frequency and bandwidth	Through structured group discussions on Nichol’s charts, students collaborated to compute frequency and bandwidth while sharing diverse perspectives. This approach nurtured communication, critical thinking, and teamwork, leading to a deeper grasp of frequency response analysis.
			Peer Group Learning	Illustration with real time applications	Peer group learning encouraged cooperative engagement where students illustrated real-time biomedical applications of control systems. By explaining and analyzing concepts collaboratively, learners developed confidence, applied theory to practice, and strengthened their problem-solving and teamwork skills.
Name of the Course Coordinator : Ms.K.K.Leka, AP/BME
7	III	19BM502 Biomechanics	Group Discussion	Mechanics of bone structure	The group discussion on bone mechanics encouraged students to explore the structural and functional aspects of bones through teamwork and idea exchange. It promoted active participation, communication, and deeper understanding of load-bearing capacity and stress distribution in bones. The activity enhanced analytical thinking and helped relate theoretical principles to real physiological conditions.
			Flipped Classroom	Types of Prosthetic Valves	In the flipped classroom on prosthetic valves, students reviewed learning materials beforehand and actively participated in class discussions. This approach improved engagement, understanding of valve design and biomechanics, and encouraged self-directed learning. Faculty guidance helped bridge theoretical concepts with practical applications in cardiovascular prosthetics.
			Peer Teaching	Mechanics Properties of Bone	The peer teaching session allowed students to present and explain the mechanical properties of bone, improving confidence, clarity, and collaboration. Presenters demonstrated ownership of learning, while peers benefited from simplified peer explanations. The method enhanced comprehension of complex biomechanical properties through interactive and relatable discussions.
			Quiz	Pulse wave velocities in arteries	The quiz on pulse wave velocity served as an engaging tool to assess and reinforce students’ knowledge of arterial mechanics. The competitive format promoted enthusiasm, quick recall, and critical application of theoretical concepts. It effectively consolidated learning outcomes and identified areas needing further clarification.
			Role Play	Gait analysis	The role play on gait analysis transformed a theoretical concept into an experiential learning activity. Students enacted different gait phases, illustrating movement coordination and biomechanical principles. This approach promoted visualization, teamwork, and understanding of gait abnormalities, making learning more interactive and memorable.
Name of the Course Coordinator : Ms.M.Mohanavalli, AP/BME
8	III	19BM504 Biomedical Instrumentation	Role Play	Basic Medical Instrumentation System	The role play activity helped students visualize the working of a basic medical instrumentation system by enacting the functions of each component such as sensors, amplifiers, and display units. This interactive method enhanced engagement, conceptual understanding, and teamwork, allowing students to connect theory with real clinical applications.
			Practical based Learning	EEG 10-20 Electrode System	Through hands-on practice with the EEG 10-20 system, students gained practical skills in electrode placement and signal acquisition. The session improved their understanding of brain mapping techniques and the importance of accurate electrode positioning, reinforcing both technical and analytical competence.
			Peer Group Learning	Instrumentation Amplifier	In this collaborative activity, students worked in small groups to understand and build instrumentation amplifier circuits. The peer interaction promoted problem-solving, critical thinking, and shared learning, helping students strengthen their grasp of amplification principles essential for biomedical signal processing.
			Practical based Learning	Measurement of Pulse rate	The hands-on experiment on pulse rate measurement provided students with direct exposure to biosignal acquisition and interpretation. The practical session fostered active learning and linked physiological concepts with instrumentation principles, improving students’ technical confidence and data analysis skills.
			Practical based Learning	Bed side Monitors	By working directly with bedside monitoring systems, students understood the integration of sensors, signal conditioning, and display mechanisms used in patient monitoring. This real-time experience deepened their comprehension of clinical instrumentation and emphasized the role of biomedical engineers in healthcare monitoring environments.
Name of the Course Coordinator : Dr.P.Brindha, ASP/BME
9	III	19BM505	Group Discussion	Bio Signal Characteristics of	The group discussion helped students understand the bio-signal characteristics of electrogastrograms through collaborative learning and peer interaction. Active participation encouraged them to analyze signal patterns, frequency components, and physiological relevance. The session improved communication, teamwork, and conceptual clarity of gastrointestinal signal analysis.

			Peer Group Learning	Application in Heart rate variability and	Peer group learning enabled students to collaboratively explore the applications of heart rate variability and phonocardiogram (PCG) signals in clinical diagnosis. Working in groups enhanced problem-solving, interpretation skills, and understanding of signal correlation with physiological parameters. The activity fostered teamwork, analytical thinking, and deeper conceptual grasp.

			Quiz	Adaptive wavelet detection	The quiz on adaptive wavelet detection effectively assessed students’ understanding of signal decomposition and noise reduction techniques. It promoted active participation, quick recall, and critical application of theoretical concepts. The interactive format made learning engaging while reinforcing analytical and technical knowledge in biomedical signal processing.
Name of the Course Coordinator : Dr.A.Sathishkumar, Prof/BME
10	II	23ES306 Fundamentals of Electrical Engineering	Practical based Learning	Reciprocity theorem	The practical-based learning session on the Reciprocity Theorem enabled students to verify circuit principles through hands-on experimentation. This approach improved their analytical and measurement skills while linking theoretical electrical laws with practical outcomes. Students showed greater engagement and understanding of current–voltage relationships through direct observation and experimentation.
			Peer Group Learning	Construction and Principle of operation: Three Phase Induction motor	In the peer group learning session, students collaboratively explored the construction and working principle of three-phase induction motors. The activity fostered teamwork, peer explanation, and collective problem-solving. It enhanced conceptual clarity and helped students connect motor operation with real-world industrial applications.
			Group Discussion	Application of Servo motor	The group discussion on servo motor applications encouraged active participation and exchange of ideas on automation and control systems. Students analyzed diverse industrial and biomedical uses of servo motors, improving their understanding of feedback mechanisms. The collaborative format promoted communication, critical thinking, and application-oriented learning.
Name of the Course Coordinator : Ms.B.Pradeepa , AP/BME
11	II	23BM301 Human Anatomy and Physiology	Flipped classroom	Function of each component in the cell	The flipped classroom approach enabled students to study cell components before class and actively engage in discussions during sessions. It enhanced understanding of organelle functions and their interrelationships. Peer interaction and teacher facilitation deepened conceptual clarity and encouraged self-directed learning.
			Video Enhanced Active Learning	Changes during muscle contraction	Video-based demonstrations effectively illustrated the sequence of events during muscle contraction, helping students visualize microscopic processes like actin–myosin interaction. The dynamic visual content increased engagement and retention while bridging theoretical and physiological understanding.
			Hands on Labs	Blood : Composition & Functions	Hands-on laboratory sessions allowed students to analyze blood components through experiments, reinforcing theoretical knowledge with practical experience. The activity promoted observational skills, teamwork, and scientific reasoning, making learning more experiential and outcome-oriented.
			Puzzle	Skin and Sweat glands	The puzzle activity on skin and sweat glands fostered curiosity and critical thinking by encouraging students to connect structural and functional aspects in an enjoyable way. It promoted problem-solving, collaboration, and active participation while reinforcing key anatomical concepts through interactive learning.
Name of the Course Coordinator : Ms.N.Ageela, AP/BME
12	II	23BM302 Pathology and Microbiology	Group Discussion	Cellular adaptations of growth and	The group discussion encouraged students to analyze various cellular adaptations such as hypertrophy, hyperplasia, and metaplasia, linking them with pathological conditions. Active participation fostered critical thinking and collaborative learning. Students developed better conceptual understanding and communication skills through peer interaction.

			Quiz	Growth Curve, Identification of Bacteria	The quiz activity reinforced knowledge of bacterial growth phases and identification techniques through engaging and competitive participation. It helped assess comprehension, improve recall, and motivate students to review key microbiological concepts. The interactive format made learning both effective and enjoyable.
			Peer Group Learning	Preparation of samples for electron	Peer group learning provided hands-on exposure to the steps involved in electron microscopy sample preparation. Students collaborated effectively, enhancing their technical understanding and teamwork. The activity promoted experiential learning, bridging theoretical microbiology with practical laboratory applications.

			Quiz	Culture techniques	The quiz on culture methods tested students’ grasp of microbial isolation and growth procedures. It encouraged quick thinking and reinforced procedural knowledge essential for diagnostic microbiology. The approach maintained student interest while ensuring concept retention through active participation.
			Group Discussion	Auto- immune disorders: Basic concepts and classification	The group discussion on autoimmune disorders allowed students to explore disease mechanisms and classifications collaboratively. It enhanced comprehension of immune system dysfunctions and improved reasoning and presentation skills. The activity fostered teamwork and deepened understanding through shared perspectives.
Name of the Course Coordinator : Ms.B.Pradeepa , AP/BME
13	II	23BM303 Human Physiology Laboratory	Video Enhanced Active Learning	Estimation of Hemoglobin	The video-enhanced learning session on hemoglobin estimation provided clear visualization of laboratory procedures, enhancing students’ practical understanding and accuracy in performing the experiment. The use of instructional videos increased engagement and confidence in handling equipment. Students were able to correlate visual demonstrations with hands-on practice, leading to better retention and conceptual clarity.
			Virtual Lab simulations with case based Learning	Study and identification of different bones of human skeletal systems	The virtual lab simulation on bone identification allowed students to explore the human skeletal system interactively and relate it to real anatomical cases. The case-based approach deepened understanding of bone types and structures while fostering analytical thinking. Students appreciated the realistic simulation environment, which enhanced participation and bridged theoretical anatomy with clinical relevance.

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