Addressing challenges of training a new generation of clinician-innovators through an interdisciplinary medical technology design program: Bench-to-Bedside
Addressing challenges of training a new generation of clinician-innovators through an interdisciplinary medical technology design program: Bench-to-Bedside
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DOI：
10.1186/s40169-015-0056-3
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发表时间：
2015-01-01
影响因子：
10.6
通讯作者：
Langell, John T.
中科院分区：
文献类型：
--
作者：
Loftus, Patrick D.;Elder, Craig T.;Langell, John T.
研究生医学教育传统上侧重于培养未来的医生成为具有基础和临床科学研究技能的杰出临床医生。这种关注带来了大量的知识增益，但基于临床护理的直接改善的投资回报率不高。在当今不断变化的医疗保健格局中，必须克服许多重要的挑战，不仅要改善医疗保健的提供，还要让未来的医生做好跳出框框思考、专注于并创造医疗保健创新的准备，并应对复杂的问题。将创新带到床边的法律的、商业和监管障碍。我们创建了一个跨学科和体验式的医疗技术设计竞赛，以应对这些挑战，并培养有兴趣将新的和创新的临床解决方案推向医学前沿的医学生。医学院学生与商业，法律，设计和工程专业的学生合作，组成跨学科团队，专注于开发未满足的临床需求的解决方案。在六个月的时间里，团队获得了临床和行业导师、500美元的原型基金、开发设施以及关于构思、设计、知识产权、FDA监管要求、原型设计、市场分析、商业计划开发和资本收购的非强制性教学讲座。经过四年的实施，该计划已经支持了396名参与者，开发了91种新型医疗设备，并成立了24家新公司。从我们的角度来看，开发创新培训计划并将激励措施从纯粹传统的基础和临床科学研究转变为包括高风险创新的医学教育计划将增加学生参与改善医疗保健服务，并提高创新解决方案的质量和数量。
Graduate medical education has traditionally focused on training future physicians to be outstanding clinicians with basic and clinical science research skills. This focus has resulted in substantial knowledge gains, but a modest return on investment based on direct improvements in clinical care. In today's shifting healthcare landscape, a number of important challenges must be overcome to not only improve the delivery of healthcare, but to prepare future physicians to think outside the box, focus on and create healthcare innovations, and navigate the complex legal, business and regulatory hurdles of bringing innovation to the bedside. We created an interdisciplinary and experiential medical technology design competition to address these challenges and train medical students interested in moving new and innovative clinical solutions to the forefront of medicine. Medical students were partnered with business, law, design and engineering students to form interdisciplinary teams focused on developing solutions to unmet clinical needs. Over the course of six months teams were provided access to clinical and industry mentors, $ 500 prototyping funds, development facilities, and non-mandatory didactic lectures in ideation, design, intellectual property, FDA regulatory requirements, prototyping, market analysis, business plan development and capital acquisition. After four years of implementation, the program has supported 396 participants, seen the development of 91 novel medical devices, and launched the formation of 24 new companies. From our perspective, medical education programs that develop innovation training programs and shift incentives from purely traditional basic and clinical science research to also include high-risk innovation will see increased student engagement in improving healthcare delivery and an increase in the quality and quantity of innovative solutions to medical problems being brought to market.