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: 8467714
• 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/8467714
• 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.

描述（由申请人提供）：这项工作的目的是为基于团队的生物医学工程设计促进未来（进一步的田纳西大学大学生研究教育），并实现R25计划的预期目的。拟议的计划解决了一个重要的研究教育问题，在该问题中，生物医学工程师的教育及其在工程劳动力中的角色之间存在差距。顶峰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，并且可以说是这些学生将要参加的最重要的课程。本课程是基于理论的教育与工程专业解决问题的现实之间的最后一座桥梁。 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结合将用于解决三个特定目标。首先，将解决生物医学工程领域进步的关键障碍。子孙后代的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，技术和治疗方法。基于团队的开放式生物医学设计项目将用于更好地为本科生物医学工程专业的学生准备创新的设备开发。为了第二个目标，当前的本科生物医学工程教育的范式将被转移。传统上，本科工程教育涉及基于理论的课程。但是，工程专业本质上是解决问题的业务。如下：1）学生将处理开放式的设计问题，而不是封闭式家庭作业和考试问题，将使用四个创新的课程特征来改变当前的范例； 2）将允许多种可能的解决方案，而不是单个分析方法； 3）学生会 在团队中工作，而不是单独工作； 4）几位设计项目顾问将提供，而不是单课讲师。对于第三个特定目的，将教授使用新型工程设计解决临床问题的过程。本科工程专业的学生在直接与患者健康有关的工作环境中缺乏经验。包括医学研究生院在内的多个研究环境将用于为受训者提供适当的经验，以为未来职业的类似项目做好准备。 拟议的计划将提高与参与机构机构的优先事项相关的研究教育目标。参与者将通过生物医学创新的一般原则和生命周期阶段组织的TE设计过程有系统的了解。此过程将使参与者有机会评估和确保创新适合功能和性能要求。此外，参与者将在直接与患者健康有关的环境中获得经验。因此，拟议的计划将改善生物医学工程学的科学知识，技术能力和临床实践。