Translational Team-based Training for Biomedical Engineers (T3-BME)

生物医学工程师转化团队培训 (T3-BME)

• 批准号: 9283273
• 负责人: Anita Singh
• 金额: $ 2.16万
• 依托单位: WIDENER UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-04-14 至 2022-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9283273
• 关键词: Benchmarking; Bioethics; Biomedical Engineering; Businesses; Caring; Chemical Engineering; Clinical; Complement; Data; Degree requirements; Development; Device or Instrument Development; Discipline; Discipline of Nursing; Doctor of Philosophy; Education; Educational Curriculum; Educational process of instructing; Effectiveness; Engineering; Ensure; Environment; Exposure to; Facility Designs; Faculty; Fostering; Funding; Future; Generations; Goals; Health; Health Care Costs; Healthcare; Human; Human Resources; Immersion Investigative Technique; Industrialization; Industry; Intellectual Property; Internships; Interview; Laws; Learning; Legal patent; Maps; Mechanics; Medical Device; Mission; Modeling; NCI Scholars Program; Nurses; Nursing Students; Oral; Patients; Phase; Physical therapy; Problem Solving; Process; Provider; Recruitment Activity; Reporting; School Nursing; Schools; Site; Site Visit; Societies; Students; Surveys; Technical Expertise; Testing; Time; Training; Translating; Universities; Update; Voice; Work; base; career; clinical effect; clinical research site; collaborative environment; commercialization; computerized; cost; course development; design; experience; improved; industry partner; innovation; insight; invention; lectures; multidisciplinary; open-ended problem; posters; product development; professor; programs; prototype; responsible research conduct; retention rate; simulation; skills; success; summer research; undergraduate research

3 Translational Team-Based Training for Biomedical Engineers (T -BME) ABSRACT: Integrative multidisciplinary and interdisciplinary team-based design approach with a clinical immersion component and consideration of practical aspects of commercialization and spiraling health care costs can train biomedical engineers to design viable medical devices that meet patient needs while controlling the healthcare cost. Specific Aims of this proposal are: 1) Develop and deliver a multidisciplinary Biomedical Devices Development Course including a Clinical Immersion Component and 2) Enhancing Team-based Interdisciplinary Senior Design Project Experience in Biomedical Engineering Education. Innovative components of Specific Aim 1 of this proposal includes shifting from tradition of posing design problems for students to offering biomedical engineering students the opportunity, training and responsibility to identify real-world unmet clinical needs while working in a truly multidisciplinary team of students from the Schools of Nursing through a Biomedical Device Development Course. This course will offer lectures and trainings on responsible conduct of research, intellectual property and patenting, FDA and regulatory path and market analysis. Additional guest lectures from experts in the field will offer insight into the real world product development process. These lectures will be complemented with three industrial site visits to gain an understanding of work environment complexity. Clinical unmet needs will be identified at the five clinical immersion sites followed by two weeks of simulation lab training at the Center for Simulation and Computerized Testing located in Widener School of Nursing offering students hands-on experience of the clinical problem. Student success will be assessed through course assignments, an online discussion forum updating their weekly observation concluding with an oral poster presentation outlining an unmet clinical need and viable engineering solution for each clinical site. The top five proposed project ideas that are appropriate to meet time, cost and prototyping constraints of current design facilities and also ensure full buy-in from the clinician in order to provide direction and technical expertise will then be undertaken by some or all of these BME students as the two semester Capstone senior design project courses (ENGR 401/402), leading us into Specific Aim 2 of this proposed study. Additionally, engineering and nursing (Junior) students could pursue the proposed projects as part of the Widener Summer Research program, which is designed to promote undergraduate research experience at Widener University. Goals of Specific Aim 2 of this proposal are to (a) translate the unmet clinical needs into open-ended, interdisciplinary team- based senior design projects, and broaden students exposure and understanding of challenges that are specific to clinical environments (b) evaluate the effectiveness of incorporating clinically driven design projects into the senior design program. Through weekly interaction with the faculty advisor, students will follow the traditional senior design process including Phase 1: Understanding wants and constraints, benchmarking. Phase 2: Concept generation, Phase 3: Concept selection and Phase 4: Working prototype. A process map will be used to make sure of the timely completion of the project. Deliverables for each of the projects include a first semester design review presentation and a final design presentation followed by a final report and a working prototype in the second semester. Final presentation will include introduction, project goals, design and development, summary of work, progress, and future work. We hope that exposure to guided but open-ended challenges from clinical professionals will broaden the students’ understanding of clinical barrier and help them develop skills that will prepare them for successful careers in biomedical engineering. Demographic data and student surveys/interviews in both courses will be assessed yearly by the PIs and the External Advisory Board to ensure diversity, recruitment, student retention and attainment of the program goals.

3. 基于翻译团队的生物医学工程师培训(T-BME) 摘要： 综合多学科和跨学科基于团队的设计方法和临床 商业化和螺旋化的沉浸式构成及实践层面的思考 医疗保健成本可以培训生物医学工程师设计符合以下条件的可行医疗设备 在控制医疗成本的同时满足患者的需求。这项建议的具体目的是：1) 开发和提供多学科生物医疗设备开发课程，包括 临床沉浸式组件和2)增强基于团队的跨学科高级设计 生物医学工程教育的项目经验。特定产品的创新组件 这项提案的目标1包括从向学生提出设计问题的传统转变为 为生物医学工程专业的学生提供识别的机会、培训和责任 在真正的多学科学生团队中工作时，现实世界中未满足的临床需求 通过生物医疗器械开发课程的护理学院。本课程将 提供有关负责任的研究、知识产权和 专利申请、FDA和监管路径以及市场分析。来自专家的额外嘉宾讲座 将提供对现实世界产品开发过程的洞察。这些讲座将 辅以三次工业实地考察，以了解工作环境 复杂性。将在随后的五个临床浸泡地点确定未满足的临床需求 通过在模拟和计算机化测试中心进行为期两周的模拟实验室培训 位于威德纳护理学院，为学生提供临床实践体验 有问题。学生的成绩将通过课程作业进行评估，这是一个在线论坛 更新他们每周的观察，以口头海报演示文稿概述未满足的 针对每个临床站点的临床需求和可行的工程解决方案。排名前五的拟议项目 适合满足当前设计的时间、成本和原型限制的想法 并确保得到临床医生的充分支持，以便提供指导和技术支持 然后，这些BME学生中的一些人或所有人将在两个学期内学习专业知识 Capstone高级设计项目课程(ENGR 401/402)，带领我们进入本课程的具体目标2 建议的研究。此外，工程学和护理学(低年级)的学生可以 作为威德纳夏季研究计划一部分的拟议项目，该计划旨在 促进在威德纳大学的本科生研究经验。具体目标2的目标 这项提议是：(A)将未得到满足的临床需求转化为开放式、跨学科的团队- 基于高级设计项目，并扩大学生对挑战的接触和理解 特定于临床环境(B)评估临床合并的有效性 推动设计项目进入高级设计计划。通过每周与 教师顾问，学生将遵循传统的高级设计流程，包括第一阶段： 了解需求和限制，制定基准。阶段2：概念生成，阶段3： 概念选择和阶段4：工作原型。将使用流程图来确保 该项目的按时完工。每个项目的可交付成果包括第一学期。 设计评审演示文稿和最终设计演示文稿，之后是最终报告和 第二学期正在制作样机。期末报告将包括介绍、项目 目标、设计和开发、工作总结、进展和未来工作。我们希望 接触到来自临床专业人员的有指导但无限制的挑战将拓宽 学生对临床障碍的了解，并帮助他们培养技能，使他们做好准备 在生物医学工程领域取得成功。人口统计数据和学生调查/访谈 PIs和外部咨询委员会将每年对这两个课程进行评估，以确保 多样性、招生、留住学生和实现项目目标。