Development of a comprehensive biodesign curriculum to promote biomedical innovation

开发综合生物设计课程以促进生物医学创新

• 批准号: 9970223
• 负责人: Wei Yin
• 金额: $ 4.16万
• 依托单位: STATE UNIVERSITY NEW YORK STONY BROOK
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-01 至 2024-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9970223
• 关键词: Address; Admission activity; Applied Research; Biomedical Engineering; Biotechnology; Businesses; Cancer Education Grant Program; Clinical; Clinical Nursing; Collaborations; Communication; Confidentiality of Patient Information; Consultations; Development; Disclosure; Educational Activities; Educational Curriculum; Educational workshop; Engineering; Environment; Ethics; Exposure to; Faculty; Feedback; Fostering; Funding; Generations; Goals; Healthcare; Hospital safety; Immersion; Industry; Infrastructure; Intellectual Property; Internships; Legal patent; Medical; Mentors; Mentorship; Modeling; New York; Nurses; Occupations; Pathway interactions; Process; Public Health; Regulatory Pathway; Rotation; School Nursing; Structure; Students; Technology; Training; Universities; Veterans; Work; base; college; commercialization; design; experience; faculty mentor; falls; graduate student; improved; industry partner; innovation; invention; job market; local economy; medical schools; next generation; programs; prototype; responsible research conduct; screening; skill acquisition; success; summer internship; summer program; undergraduate education; undergraduate student

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.

项目摘要 R25补助金将有助于巩固我们本科团队的课程途径- 基于生物医学工程（BME）的顶点设计课程，并促进学生的生物设计 在四年的本科教育中，每一年都有技能发展。具体目标是 该提案旨在为斯托尼布鲁克大学的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实施 发展; 3）除了BME之外，临床和行业导师的直接指导 教师导师; 4）临床沉浸式理解，识别和筛选医疗保健需求; 5） 增强临床需求驱动的生物设计经验;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，当 生物设计的概念将通过BME 100（介绍BME）介绍。在 大二，BME 240（紧急生物设计我，秋季学期）和BME 241（紧急 生物设计二，春季学期）将被添加到课程。研讨会和讲习班 将涵盖各种生物设计主题，学生将参与团队设计项目。 在大三，两个新的课程，BME 340（临床互动，秋季学期）和 BME 341（生物设计旋转，春季学期），将被添加到课程。在这两 课程，BME学生将与医学院的学生/教师一起工作， 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。选定的学生人数将参加为期6周的 临床沉浸计划，根据自己的临床需求生成临床需求列表 意见。在高年级，这些临床需求将提交给所有高年级学生， BME Capstone设计等级（BME 440/441）。学生团队将选择一个临床需求， 作为他们的毕业设计项目将携带具有商业化潜力的设计产品 到BME的第五年生物技术硕士课程，和全面的商业计划将 开发来自BME、 医学院、护理学院和生物技术中心，以及行业合作伙伴。的 拟议的教育计划将使一个富有成效的生物设计过程，从真实的开始， 临床需要。它还将为学生提供增强的生物设计经验，鼓励 生物医药创新，帮助创新产品实现商业化。