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: 9884550
• 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/9884550
• 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; Engineering; Ensure; Environment; Exposure to; Facility Designs; Faculty; Fostering; Funding; Future; Generations; Goals; Health Care Costs; Healthcare; Human; Human Resources; Immersion; 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; Reporting; School Nursing; Schools; Site; Site Visit; Societies; Students; Surveys; Technical Expertise; Testing; Time; Training; Translating; Universities; Update; Voice; Work; base; care providers; career; clinical effect; clinical research site; commercialization; computerized; cost; course development; design; effectiveness evaluation; experience; improved; industry partner; innovation; insight; invention; laboratory experience; lectures; multidisciplinary; open-ended problem; posters; product development; professional atmosphere; professor; programs; prototype; recruit; responsible research conduct; retention rate; simulation; skills; success; summer research; undergraduate research; virtual experiments

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 生物医学工程师翻译团队培训（T-BME） 摘要： 综合多学科和跨学科团队设计方法， 浸没式组件和商业化和螺旋式上升实际问题考虑 医疗保健费用可以训练生物医学工程师设计可行的医疗设备， 患者的需求，同时控制医疗成本。本建议的具体目标是：1） 开发和提供多学科生物医学设备开发课程，包括 临床沉浸组件和2）加强基于团队的跨学科高级设计 生物医学工程教育项目经验。创新的具体组成部分 该提案的目标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机会、培训和责任， 真实世界未满足的临床需求，同时在一个真正的多学科团队的学生从 通过生物医学设备开发课程的护理学校。本课程将 提供关于负责任的研究行为、知识产权和 专利、FDA和监管路径以及市场分析。专家的其他客座讲座 在该领域将提供洞察真实的世界产品开发过程。这些讲座将 辅以三次工业实地考察，以了解工作环境 复杂性临床未满足的需求将在以下五个临床浸泡地点确定 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 位于护理的Wesserer学校提供学生的临床实践经验， 问题.学生的成绩将通过课程作业、在线讨论论坛 更新其每周观察结果，最后口头张贴海报，概述未得到满足的 临床需求和可行的工程解决方案。前五名项目 适合于满足当前设计的时间、成本和原型限制的想法 设施，并确保从临床医生完全买入，以提供方向和技术 专业知识将由部分或所有这些BME学生作为两个学期进行 顶点高级设计项目课程（工程师401/402），带领我们进入这个具体目标2 建议的研究。此外，工程和护理（初级）学生可以追求 拟议项目作为Wavelier夏季研究计划的一部分，该计划旨在 促进本科生的研究经验，在韦茅斯大学。具体目标2 该提案旨在（a）将未满足的临床需求转化为开放的跨学科团队- 基于高级设计项目，并扩大学生的接触和理解的挑战， 特定于临床环境（B）评价临床纳入 推动设计项目进入高级设计课程。通过每周与 导师，学生将遵循传统的高级设计过程，包括第1阶段： 了解需求和限制，基准。阶段2：概念生成，阶段3： 概念选择和阶段4：工作原型。流程图将用于确保 及时完成项目。每个项目的可供选择的内容包括第一学期 设计评审演示和最终设计演示，然后是最终报告和 第二学期的工作原型最终报告将包括介绍，项目 目标、设计和开发、工作总结、进展和未来工作。我们希望 接触指导，但开放式的挑战，从临床专业人员将扩大 学生对临床障碍的理解，并帮助他们发展技能， 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 每年将由PI和外部咨询委员会进行评估，以确保 多样性，招聘，学生保留和实现计划目标。