A distributed and interdisciplinary pipeline for sustainable student-driven innovation

分布式、跨学科的管道，实现学生驱动的可持续创新

• 批准号: 10630396
• 负责人: Michael Gordon Browne
• 金额: $ 4.17万
• 依托单位: UNIVERSITY OF ILLINOIS AT CHICAGO
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-05-01 至 2028-04-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10630396
• 关键词: Acceleration; Address; Awareness; Biomedical Engineering; Businesses; Clinical; Clinical Skills; Collaborations; Communication; Competence; Development; Device Designs; Device or Instrument Development; Discipline; Education; Educational Curriculum; Educational process of instructing; Empathy; Engineering; Ensure; Familiarity; Fostering; Goals; Immersion; Intellectual Property; Medical; Medical Students; Medicine; Modernization; Outcome; Output; Performance; Physical Capacity; Physicians; Process; Public Health; Publications; Readiness; Societies; Students; Surveys; Techniques; Technology; Technology Transfer; Training; Translating; Validation; Work; clinical effect; commercialization; comparative; design; design verification; experience; health care delivery; improved; innovation; interdisciplinary collaboration; interest; novel; product development; programs; prototype; skills; student participation; student training; success; tool; undergraduate student; verification and validation

Felder et al_R25_2022_Abstract_FINAL Modern engineers need to blend technical competence with global and competitive competence. For biomedical engineers, efforts to support these core competencies is to cultivate the ability to translate and commercialize design and innovation to impact the end-users. To meet this goal, we propose to establish a distributed and interdisciplinary pipeline for sustainable student-driven innovation. This proposal encompasses a comprehensive curriculum across disciplines to drive longitudinal project development and innovation. Our first specific aim is to enhance senior design project preparedness and student competency. This aim is met by thoroughly validating needs with a redesigned interdisciplinary clinical immersion program and by developing a new undergraduate biomedical engineering course to enhance student physical prototyping skills. Needs fully validated by biomedical engineering and Innovation Medicine program medical students with primary clinical experience ensures project development is aligned with the ability to commercialize a product, and enhanced student prototyping skills support realistic development with enhanced fidelity. Together these initiatives enable our second specific aim, which is to leverage interdisciplinary collaboration to enhance medtech device design. This aim is met by revising the undergraduate biomedical engineering senior design capstone to incorporate the same medical students from clinical immersion. Moreover, the senior design class will accept projects based on validated needs from clinical immersion, which enables accelerated pacing and inclusion of both verification and validation in class. Product development from senior design is then transitioned for further development to the same medical students with their own capstone experience. Continuing projects from clinical immersion to senior design and then to medical capstone has substantial benefit including the ability to retain technical development and pursuit of further development that was not otherwise possible (e.g., publication of development, execution of limited studies, pursuit of intellectual property) by one capstone experience alone. Effects of clinical immersion to validate needs and the prototyping class to enhance prototyping competency will be evaluated using surveys and deliverables. Effects of project origin (i.e., clinical immersion or other) and participation in the prototyping class will be evaluated on the ability of teams to effectively collaborate within and outside disciplines, design, verify performance requirements, and validate that design output meets original need. Long-term success of leveraging interdisciplinary collaboration for medtech device design will be evaluated by comparative assessment of medical capstone deliverables based on project origin and participation of the pipeline. This proposed pipeline has the potential to enable significant student-driven innovation. 1

Felder等人_R25_2022_Abstract_FINAL 现代工程师需要将技术能力与全球竞争能力相结合。 对于生物医学工程师来说，支持这些核心能力的努力就是培养以下能力： 将设计和创新转化并商业化，以影响最终用户。为了实现这一目标， 我们建议建立一个分布式和跨学科的管道， 创新该提案包括跨学科的综合课程， 纵向项目开发与创新。我们的第一个具体目标是提高高级 设计项目准备和学生能力。这一目标是通过彻底验证 需要重新设计的跨学科临床沉浸计划，并通过开发新的 本科生生物医学工程课程，以提高学生的物理原型技术。 通过生物医学工程和创新医学项目的需求得到充分验证 具有主要临床经验的学生确保项目开发与能力保持一致 商业化的产品，并加强学生的原型技能支持现实的 增强保真度的发展。这些举措共同实现了我们的第二个具体目标， 利用跨学科的合作来提高医疗技术设备的设计。这一目标 是满足修订本科生物医学工程高级设计顶点， 把同样的医学生从临床沉浸中吸收进来。此外，高级设计 类将接受项目的基础上，从临床浸泡，这使得验证的需求， 加速起搏，并将验证和确认纳入课程。产品 然后，从高级设计过渡到进一步开发， 学生们有自己的顶点经验。从临床沉浸到 高级设计，然后到医疗顶点有实质性的好处，包括能够保留 技术发展和追求其他方式不可能的进一步发展（例如， 出版物的发展，执行有限的研究，追求知识产权）的一个 独自一人的巅峰体验临床沉浸对验证需求和原型的影响 类，以提高原型能力将使用调查和交付评估。 项目起源的影响（即，临床沉浸或其他）和参与原型制作 课程将根据团队在内部和外部有效协作的能力进行评估 规范、设计、验证性能要求，并验证设计输出是否满足 原始需求。利用跨学科合作促进医疗技术的长期成功 将通过比较评估医疗Capstone可交付成果来评价器械设计 根据项目来源和管道参与情况。这条拟议中的管道有可能 以实现重大的学生驱动的创新。 1