Multi-disciplinary, Undergraduate Design Teams to Meet Healthcare Needs

多学科本科设计团队满足医疗保健需求

• 批准号: 8265157
• 负责人: DUSTIN J. TYLER
• 金额: $ 4.32万
• 依托单位: CASE WESTERN RESERVE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-07-01 至 2017-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8265157
• 关键词: Active Learning; Address; Bioethics; Biomedical Engineering; Books; Case Study; Clinical; Country; Development; Discipline; Education; Educational Curriculum; Educational Status; Educational process of instructing; Engineering; Environment; Exercise; Feedback; Goals; Grant; Healthcare; Healthcare Industry; Human; Immersion Investigative Technique; Industrial Arts; Institutes; Instruction; Knowledge; Learning; Medical Device; Medical Device Designs; Modeling; Occupations; Outcome; Process; Published Comment; Regulation; Software Tools; Solutions; Structure; Students; System; Techniques; Testing; Translating; United States Food and Drug Administration; Universities; University Hospitals; Work; Writing; base; career; catalyst; clinical application; computer design; design; engineering design; expectation; experience; field study; innovation; lectures; medical schools; meetings; multidisciplinary; programs; real world application; satisfaction; skills; success; theories

DESCRIPTION (provided by applicant): The "silo" academic structure necessary for specialization and depth in learning specific disciplines is detrimental to learning the applicatio of those skills to real-world applications, typically learned in the "Design" component of the education. Unfortunately, senior design project instruction is often incorporated into the silo model and students work in single discipline project teams on well-defined projects that are focus on the specific discipline. There is a critical need to break this model and develop multidisciplinary undergraduate design teams to meet healthcare needs. The current Case Western Reserve University design curriculum is based on the federal regulations for medical device design controls (21CFR820.30) and the regulatory controls for medical devices as controlled and enforced by the Food and Drug Administration (FDA). Projects that provide the most satisfaction to the BME students are those that directly interact with the clinical environment. Common feedback from clinical project sponsors, however, is that the students were capable and motivated, but the biggest challenge was getting them to understand the realities of the clinical environment. Hands-on experience is a strong catalyst for active learning but waiting until the senior year to introduce a design experience misses the opportunity to engage the students early in their educational development. In this project we will enhance the Case design curriculum through three specific aims. Aim 1 is to develop and implement a CSE multi-disciplinary senior design course. The center piece of the course will be a comprehensive, multi-disciplinary design experience. Aim 2 is to establish an immersive clinical experience such that the students understand first-hand the needs and environment of healthcare projects. Aim 3 is to introduce a hands-on, first-semester freshman design experience to biomedical engineering students. The objective of the course is to introduce students to the joy of engineering; understanding the constraints, goals, and ethics of biomedical design; and engage and motivate students for their BME education. In this project, we will enhance the current design program to create an active and engaging educational experience that starts in the freshman year and culminates with a multi-disciplinary senior design experience that prepares the students for maximum success in the theory and application of biomedical engineering. PUBLIC HEALTH RELEVANCE: The discipline-specific partitioning of the traditional educational system is very successful in providing students with a rich and deep understanding of their fields of study. This provides a strong basis in the theory and didactic components of the education, but does not well represent the real-world application of that knowledge. To address this weaknesses, we propose three innovations to the Case Western Reserve University Biomedical Engineering design curriculum: introduce hands-on design into the freshman engineering experience to engage the students with engineering and promote active learning; provide a clinical immersion experience so students can directly experience the needs and constraints of engineering in healthcare for greater understanding; and create a true multi-disciplinary design course that has a structure based on real-world engineering teams. The changes introduced in this program will serve as models that can be implemented, or modified and implemented, in biomedical engineering curricula throughout the country.

描述(由申请人提供)：在学习特定学科方面的专业化和深度所需的“竖井”学术结构不利于将这些技能应用于实际应用，通常在教育的“设计”部分中学习。不幸的是，高级设计项目教学经常被合并到竖井模型中，学生们在单一学科的项目团队中工作，这些项目定义明确，专注于特定的学科。迫切需要打破这种模式，发展多学科的本科设计团队，以满足医疗保健需求。目前凯斯西储大学的设计课程基于联邦医疗器械设计控制法规(21CFR820.30)和由食品和药物管理局(FDA)控制和执行的医疗器械监管控制。给BME学生带来最大满意度的项目是那些直接与临床环境互动的项目。然而，临床项目赞助商的普遍反馈是，学生们有能力和积极性，但最大的挑战是让他们了解临床环境的现实。实践经验是主动学习的强大催化剂，但等到高年级才引入设计经验，就错失了让学生及早参与教育发展的机会。在这个项目中，我们将通过三个具体目标加强案例设计课程。目标1是开发和实施CSE多学科高级设计课程。这门课程的核心是全面的、多学科的设计体验。目标2是建立身临其境的临床体验，使学生第一手了解医疗保健项目的需求和环境。目标3是向生物医学工程专业的学生介绍第一学期的实际设计经验。本课程的目标是向学生介绍工程学的喜悦，了解生物医学设计的限制、目标和伦理，并参与和激励学生进行生物医学教育。在这个项目中，我们将加强当前的设计课程，以创造积极和吸引人的教育体验，从一年级开始，以多学科的高级设计体验为终点，为学生在生物医学工程的理论和应用方面取得最大成功做好准备。 公共卫生相关性：传统教育系统的学科划分非常成功，为学生提供了对其学习领域的丰富和深入的了解。这为本课程的理论和教学内容提供了坚实的基础。 教育，但并不能很好地代表这种知识在现实世界中的应用。针对这一弱点，我们对凯斯西部储备大学生物医学工程设计课程提出了三项创新：将动手设计引入新生工程体验，让学生参与工程并促进主动学习；提供临床沉浸式体验，使学生能够直接体验医疗保健领域的工程需求和限制，以更好地理解；以及创建真正的多学科设计课程，其结构基于真实世界的工程团队。该计划中介绍的变化将作为模型，可以在全国各地的生物医学工程课程中实施或修改和实施。