Furthering University of Tennessee Undergraduate Research Education (FUTURE) for

进一步推进田纳西大学本科研究教育（未来）

• 批准号: 8265028
• 负责人: Jeffrey Reinbolt
• 金额: $ 4.32万
• 依托单位: UNIVERSITY OF TENNESSEE KNOXVILLE
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-05-01 至 2017-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8265028
• 关键词: Academic Medical Centers; Address; Biomedical Engineering; Businesses; Characteristics; Clinical; Device or Instrument Development; Education; Education Projects; Educational process of instructing; Engineering; Ensure; Environment; Fostering; Future; Future Generations; Goals; Health; Healthcare; Institutes; Knowledge; Laboratories; Life Cycle Stages; Methods; Participant; Patients; Performance; Phase; Problem Solving; Process; Public Health; Research; Role; Solutions; Students; Technology; Tennessee; Universities; Work; Workplace; base; career; clinical practice; design; engineering design; experience; improved; innovation; instructor; medical schools; multidisciplinary; novel; programs; skills; theories; undergraduate education; undergraduate research

DESCRIPTION (provided by applicant): The goal of this work is to promote a FUTURE (Furthering University of Tennessee Undergraduate Research Education) for Team-Based Design in Biomedical Engineering and achieve the intended purpose of the R25 program. The proposed program addresses an important research education problem where a gap exists between the education of biomedical engineers and their roles in the engineering workforce. A capstone design course enables senior biomedical engineering students to design complete biomedical innovations and is arguably the most important course these students will take. This course is the last bridge between theory- based education and the problem-solving reality of the engineering profession. In the proposed program, a combination of student teams, clinical environment, and open-ended biomedical design projects will be used to address three specific aims. First, a critical barrier to progress in the biomedical engineering field will be addressed. The undergraduate education of future generations of biomedical engineers will fundamentally change the concepts, methods, technologies, and treatments that drive the biomedical engineering field. Team-based open-ended biomedical design projects will be used to better prepare undergraduate biomedical engineering students for innovative device development. For the second aim, current paradigms in undergraduate biomedical engineering education will be shifted. Undergraduate engineering education traditionally involves theory-based courses. However, the engineering profession is inherently a problem-solving business. Four innovative course characteristics will be used to shift current paradigms as follows: 1) students will deal with open-ended design problems rather than close-ended homework and exam problems; 2) multiple possible solutions will be permitted rather than a single analytical one; 3) students will work in teams rather than individually; and 4) several design project advisors will be available rather than a single course instructor. For the third specific aim, the process of solving clinicaly- based problems using novel engineering designs will be taught. Undergraduate engineering students lack the experience in a work environment directly concerned with the health of patients. Multiple research environments, including a Graduate School of Medicine, will be used to provide trainees with appropriate experience to prepare them for similar projects in their future careers. The proposed program will advance research education objectives relevant to priorities of the participating agency institutes. Participants will gain systematic knowledge of te design process organized by general principles and life cycle phases of biomedical innovations. This process will give participants the opportunity to evaluate and ensure innovations suit functionality and performance requirements. In addition, participants will gain experience in an environment directly concerned with patient health. Hence, the proposed program will improve scientific knowledge, technical capability, and clinical practice in biomedical engineering. PUBLIC HEALTH RELEVANCE: The proposed research education program will foster undergraduate biomedical engineering students to build upon their theoretical knowledge and develop multidisciplinary team-based problem-solving skills for careers related to public health. Program participants - future generations of biomedical engineers - will be better prepared to pursue careers creatively involved in problem solving and the design of solutions for the health care of the future.

描述（由申请人提供）：这项工作的目标是促进未来（促进田纳西大学本科生研究教育）在生物医学工程团队为基础的设计，并实现R25计划的预期目的。该计划解决了一个重要的研究教育问题，其中生物医学工程师的教育与他们在工程劳动力中的角色之间存在差距。顶点设计课程使高级生物医学工程专业的学生能够设计完整的生物医学创新，可以说是这些学生将参加的最重要的课程。本课程是理论基础教育和工程专业解决实际问题之间的最后桥梁。 在拟议的计划中，学生团队，临床环境和开放式生物医学设计项目的组合将用于解决三个具体目标。首先，在生物医学工程领域的进展的关键障碍将得到解决。未来几代生物医学工程师的本科教育将从根本上改变推动生物医学工程领域的概念，方法，技术和治疗。基于团队的开放式生物医学设计项目将用于更好地为创新设备开发准备本科生物医学工程学生。对于第二个目标，目前在本科生物医学工程教育的范式将被转移。本科工程教育传统上涉及理论基础课程。然而，工程专业本质上是一个解决问题的行业。四个创新的课程特点将被用来改变目前的范式如下：1）学生将处理开放式的设计问题，而不是封闭式的家庭作业和考试问题; 2）将允许多种可能的解决方案，而不是单一的分析; 3）学生将 团队合作，而不是单独工作;和4）几个设计项目顾问将可用，而不是一个单一的课程讲师。对于第三个具体目标，将教授使用新颖的工程设计解决临床问题的过程。工程专业本科生缺乏直接与病人健康有关的工作环境的经验。多个研究环境，包括医学研究生院，将被用来为学员提供适当的经验，为他们在未来的职业生涯中类似的项目做好准备。 拟议的计划将推进与参与机构研究所优先事项相关的研究教育目标。参与者将获得由生物医学创新的一般原则和生命周期阶段组织的设计过程的系统知识。这一过程将使参与者有机会评估和确保创新符合功能和性能要求。此外，参与者将在与患者健康直接相关的环境中获得经验。因此，该计划将提高生物医学工程的科学知识，技术能力和临床实践。 公共卫生相关性：拟议的研究教育计划将培养本科生物医学工程专业的学生，以建立在他们的理论知识和发展多学科的团队为基础的解决问题的技能，为有关公共卫生的职业生涯。计划参与者-未来几代生物医学工程师-将更好地准备追求创造性地参与解决问题和设计未来医疗保健解决方案的职业生涯。