IUSE/PFE:RED: Defining the Frontiers of Bioengineering Education at Illinois and Beyond

在这场拟议的部门革命中，伊利诺伊大学生物工程系通过围绕一个简单的信息设计课程，使其本科课程与医学实践和教育保持一致，“没有需要就没有解决方案。“医疗保健成本不断上升，技术在医学中的作用越来越大，以及人口不断增加和老龄化所造成的新的伦理困境，要求所有生物工程师和医疗保健提供者了解他们工作的社会和伦理背景，以获得能够满足这些复杂需求的解决方案。然而，学生在技术培训期间通常与这些社会环境隔离，限制了他们识别和理解社会和医疗保健提供者需求的能力。因此，这些学生在获得最佳工程或技术解决方案的能力方面受到限制。生物工程课程正在改变，以实现四个目标：1）重新设计课程，使社会对医疗保健和医学的需求推动技术内容，2）整合课外经验，使学生通过识别和理解社会和医疗保健提供者的需求获得实践，3）翻译医学评估实践，使临床经验与课程保持一致，以及4）发展教师的教学技能，以满足这些新的挑战，通过发挥他们的内在动机，以彻底改变部门。2018年秋季，全国第一所工程医学学院的创建和启动推动了这场革命，该学院将工程教学与临床和生物科学相结合。在Grinter报告的催化下，工程教育以前通过将其实践和教育与科学相结合而进行了革命性的改革。这种结盟在工程学中创造了一种社会-技术二元性，技术技能被提升，社会技能被降级。作为回应，要求对工程专业的学生进行全面培训，他们了解社会需求和实践的社会影响。这种变化可以通过调整工程的子学科与其他整体学科来实现。生物工程教育的下一次革命可以通过与医疗保健和医学重新调整来实现-这些领域的影响和实践全面整合了社会和技术方面。修订后的课程整合了临床经验，为学生学习面向用户的需求识别和问题范围的人种学方法提供了背景。传统的课程是根据技术内容来组织课程的，而新的课程是根据课程将使学生能够解决的需求来组织课程的。诸如年龄相关疾病，全球健康和癌症等需求为正在浏览课程的学生提供了起点。使用新的评估工具，如基于能力的模型和电子档案袋整合这些新的课程轨道与临床经验。最后，为了帮助教师学习如何执行这一新课程，生物工程学院被组织成实践社区，以执行课程和评估修订。这一过程是由部门管理谁是组织变革研究人员的指导和支持。这场革命正在通过认证机构和技术协会传播到伊利诺伊州校园之外。

In this proposed departmental revolution, the Bioengineering Department at the University of Illinois is aligning its undergraduate curriculum with medical practice and education by designing the curriculum around a simple message, "no solution without a need." The rising cost of healthcare, the increased role of technology in medicine, and emerging ethical dilemmas created by an increasing and aging population require that all bioengineers and healthcare providers understand the social and ethical context of their work to derive solutions that can meet these complex needs. However, students are typically isolated from these social contexts during their technical training, limiting their ability to identify and understand the needs of society and healthcare providers. Consequently, these students are limited in their ability to derive optimal engineering or technological solutions. The Bioengineering curriculum is being changed to achieve four objectives: 1) redesign the curriculum so that societal needs for healthcare and medicine drive the technical content, 2) integrate out-of-class experiences so that students receive hands-on practice with identifying and understanding societal and healthcare provider needs, 3) translate medical assessment practices to align clinical experiences with the curriculum, and 4) develop faculty teaching skills to meet these new challenges by engaging their intrinsic motivations to revolutionize the department. This revolution is driven locally by the creation and launch of the first Engineering-Based College of Medicine in the nation in fall 2018 that will integrate instruction in engineering with clinical and biological sciences.Catalyzed by the Grinter Report, engineering education was previously revolutionized by aligning its practice and education with science. This alignment created a social-technical duality in engineering where the technical skills were elevated and social skills were relegated. In response, calls have risen for holistic training of engineering students who understand the societal needs and the societal implications of their practice. This change can be accomplished by aligning sub-disciplines of engineering with other holistic disciplines. The next revolution in bioengineering education can be brokered by realigning with healthcare and medicine - areas of impact and practice that holistically integrate social and technical aspects. This revised curriculum integrates clinical experiences that provide a context for students to learn ethnographic methods for user-oriented needs identification and problem scoping. While traditional curricula organize courses by their technical content, the new curriculum organizes courses by the needs that the curriculum will empower students to solve. Needs such as age-related disease, global health, and cancer provide the starting point for students who are navigating their curriculum. The use of new assessment tools such as competency-based models and e-portfolios integrate these new curricular tracks with the clinical experiences. Finally, to help faculty learn how to execute this new curriculum, the Bioengineering faculty are organized into Communities of Practice to execute course and assessment revisions. This process is driven by departmental administration who are guided and supported by organizational change researchers. This revolution is being spread beyond the Illinois campus through accreditation agencies and technical societies.