Development of a comprehensive biodesign curriculum to promote biomedical innovation

项目摘要 R25助学金将有助于巩固我们本科生团队的课程道路- 基于生物医学工程(BME)的顶峰设计课程，促进学生生物设计 在四年本科教育期间的每一年的技能发展。的具体目的 这项建议旨在为石溪大学的BME本科生提供：1)早期 接触生物设计概念；2)设计技能的持续培训和强化 开发；3)除BME外，来自临床和行业导师的直接指导 教师导师；4)临床浸入式，以了解、识别和筛选医疗保健需求；5) 增强的以临床需求为导向的生物设计体验；以及6)完善和 将有前途的设计产品商业化。生物设计将在大一开始，届时 生物设计的概念将通过BME100(BME导论)进行介绍。在 二年级，BME240(新兴生物设计I，秋季学期)和BME241(新兴生物设计I 生物设计II，春季学期)将添加到课程中。举办研讨会及工作坊，以 课程将涵盖各种生物设计主题，学生将参与基于团队的设计项目。 在三年级，又有两门新课程，BME340(临床互动，秋季学期)和 BME341(生物设计轮换，春季学期)将加入课程。在这两个人中 课程，BME的学生将与医学院的学生/教职员工一起学习医学 创新，然后向包括工程师在内的观众展示他们的创新想法， 临床医生和行业导师。一定数量的学生将参加为期6周的 临床沉浸计划，根据他们自己的临床需要生成临床需求列表 观察。在四年级，这些临床需求将被介绍给所有四年级的学生 BME Capstone设计课程(BME440/441)。学生团队将选择一种临床需求作为重点 作为他们的高级设计项目。将推出具有商业化潜力的设计产品 在BME的5年制生物技术硕士项目上，全面的商业计划将是 发展起来的。来自BME学校的导师将提供强有力的指导支持 医学院、护理学院和生物技术中心，以及行业合作伙伴。这个 建议的教育计划将使从REAL开始的富有成效的生物设计过程成为可能 临床需求。它还将为学生提供增强的生物设计体验，鼓励 生物医学创新，并帮助创新产品实现商业化。

Project Summary The R25 grant will help to solidify the curricular pathway to our undergraduate team- based biomedical engineering (BME) capstone design courses, and promote student biodesign skill development during each of the four years of undergraduate education. The specific aim of this proposal is to provide undergraduate BME students at Stony Brook University with: 1) Early exposure to biodesign concepts; 2) Continuous training and enforcement in design skill development; 3) Direct mentorship from clinical and industry mentors, in addition to BME faculty mentors; 4) Clinical immersion to understand, identify and screen healthcare needs; 5) Enhanced clinical needs-driven biodesign experience; and 6) A channel to refine and commercialize promising design products. Biodesign will start in the freshman year, when concepts of biodesign will be introduced through BME100 (Introduction to BME). In the sophomore year, BME240 (Emergent Biodesign I, fall semester) and BME241 (Emergent Biodesign II, spring semester) will be added to the curriculum. Seminars and workshops on various biodesign topics will be covered, and students will work on team-based design projects. In the junior year, two more new courses, BME340 (Clinical interaction, fall semester) and BME341 (Biodesign rotation, spring semester), will be added to the curriculum. In these two courses, BME students will work with School of Medicine students/faculty on medical innovation, and then present their innovation ideas to an audience that includes engineers, clinicians and industry mentors. A selected number of students will participate in a 6-week clinical immersion program, to generate a list of clinical needs based on their own clinical observations. In the senior year, these clinical needs will be presented to all the senior students in BME Capstone design class (BME440/441). Student teams will select a clinical need to focus on as their senior design project. Design products with commercialization potentials will be carried on to the 5th-year biotechnology master’s program of BME, and thorough business plans will be developed. Strong mentorship support will be provided by mentors from BME, School of Medicine, School of Nursing, and Center for Biotechnology, as well as industry partners. The proposed educational plan will enable a productive biodesign process that initiates from real clinical needs. It will also provide students with enhanced biodesign experience, encourage biomedical innovation, and help the innovation products to reach commercialization.