Transforming the BME Design Experience from Freshman to Senior Year

项目摘要/摘要 生物医学工程(BME)的大多数高级设计课程都要求学生创造 针对未解决的临床问题的工程解决方案。然而，这种经历往往是第一次 学生接触的课程需要查找、与临床医生沟通、遵循工程学 生成创新解决方案的流程，并纳入用户反馈。通过建议的活动，我们 将在课程早期介绍临床创新经验，使BME学生进入顶峰 作为经验丰富的创新者的一年。我们将利用医学、工程和技术之间现有的合作伙伴关系 商业设计、创新和创业，形成早期跨学科的BME教育， 培养更有经验和创造力的生物医学工程师，直到21世纪。三个具体的 已经确定了战略上加强UAB BME本科生经验的机会。 首先，有必要为BME本科生创造一种凝聚力的体验，因为学生接触到BME 前两年的师资和内容有限。其次，在早期设计之间有很大的时间差距 课程和高级顶峰，在此期间接触临床问题的机会很少，以及设计/创新 都没有被强调。第三，需要在顶石进行更高水平的工程设计活动。 经验。本提案的目标将通过三个目标来实现。第一个目标是介绍 为一年级和二年级学生提供临床创新和设计思维，提供需求发现机会 一个临床环境，并指导他们在课堂环境中开发临床问题的解决方案。 在第二个目标中，10名正在崛起的BME初级学员将参加为期10周的夏季临床沉浸，在这个过程中，他们 将围绕医疗/辅助设备或流程执行需求发现和客户发现，开发 初步设计/原型，并创建业务模式。一个教员团队将筛选他们的输出，以便在 即将到来的高级设计课程。第三个目标是通过以下方式增强高级顶峰体验 在第一学期加快项目选择过程和教授最佳设计实践。在 第二学期，涵盖商业主题的新在线模块将腾出宝贵的课堂时间用于高级 工程主题和设计活动，将改善学生的学习结果并增加潜力 对于新颖的、可申请专利的设计。此外，我们将与UAB残疾支持办公室一起发起一项新的努力 服务(DSS)招收残疾学生进入我们的本科生计划。残疾人士 代表强大的利益相关者，并鉴于我们在该领域产品开发方面的成就记录， 这项活动将有助于提高总体成功，并使工程学中服务不足的部分参与进来。

Project Summary/Abstract Most senior design courses in Biomedical Engineering (BME) challenge students with the task of creating engineered solutions to unsolved clinical problems. This experience, however, is often the first time in the curriculum that students are exposed to needs finding, communicating with clinicians, following an engineering process to generate innovative solutions, and incorporating user feedback. Through the proposed activities, we will introduce clinical innovation experiences earlier in the curriculum so that BME students enter their capstone year as experienced innovators. We will capitalize on existing partnerships between medicine, engineering and business in design, innovation, and entrepreneurship to form an early interdisciplinary BME education that fosters more experienced and creative biomedical engineers well into the 21st century. Three specific opportunities for strategic enhancement of the BME undergraduate experience at UAB have been identified. First, there is a need to create a cohesive experience for BME underclassmen, as student exposure to BME faculty and content is limited in the first two years. Secondly, there is a large gap in time between the early design courses and the senior capstone, during which exposure to clinical problems is sparse, and design/innovation are not emphasized. Thirdly, there is a need for higher level engineering design activities in the capstone experience. The objective of the present proposal will be met through three aims. The first aim is to introduce to clinical innovation and design thinking to freshmen and sophomores by providing needs finding opportunities in a clinical setting and guiding them toward development of solutions to clinical problems in a classroom setting. In the second aim, ten rising BME juniors will take part in a 10-week summer clinical immersion in which they will perform needs finding and customer discovery surrounding medical/assistive devices or processes, develop a preliminary design/prototype, and create a business model. A faculty team will screen their output for use in the upcoming senior design course. The third aim is to enhancement the senior capstone experience by accelerating the project selection process and teaching best design practices during the first semester. In the second semester, new online modules covering business topics will free up valuable class time for advanced engineering topics and design activities that will improve student learning outcomes and increase the potential for novel, patentable designs. In addition, we will launch a new effort with the UAB Office of Disability Support Services (DSS) to recruit students with disabilities into our undergraduate program. People with disabilities represent a powerful stakeholder and given our record of accomplishment for product development in this space, this activity will serve to improve overall success and involve an underserved constituent in engineering.