Educational Toolkit for Bioengineering Design, Entrepreneurship and Service Learning

生物工程设计、创业和服务学习教育工具包

• 批准号: 10456332
• 负责人: RAJ Raghavendra RAO
• 金额: $ 2.16万
• 依托单位: UNIVERSITY OF ARKANSAS AT FAYETTEVILLE
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-17 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10456332
• 关键词: Address; Bachelor' s Degree; Biology; Biomedical Engineering; Businesses; Clinic; Clinical; Collaborations; Communities; Computer software; Dedications; Development; Economic Development; Education; Educational Curriculum; Educational process of instructing; Engineering; Ensure; Entrepreneurship; Environment; Ethics; Evaluation; Face; Future; Generations; Geography; Goals; Graduate Degree; Health Insurance Portability and Accountability Act; Healthcare; Human; Immersion; Intellectual Property; Knowledge; Learning; Legal patent; Life Experience; Medical; Medicine; Mentors; Mentorship; Modernization; Output; Population; Protocols documentation; Research; Role; School-Age Population; Schools; Science; Series; Social Interaction; Student recruitment; Students; Technical Expertise; Technology; Technology Assessment; Technology Transfer; Training; Translating; Underrepresented Minority; Universities; Value of Life; base; career; career development; commercialization; community engagement; computerized tools; design; effectiveness evaluation; engineering design; experience; faculty support; graduate student; health disparity; healthcare community; high school; innovation; insight; learning engagement; lectures; next generation; novel; peer networks; programs; prototype; recruit; retention rate; service learning; skills; student mentoring; tool

PROJECT SUMMARY Traditional lecture-based approach of teaching is rapidly becoming obsolete in a world where problems are often multifaceted and cross-disciplinary. This is exceptionally true for biomedical engineering education, where graduates are required to comprehend and apply advanced concepts in the fields of engineering, biology, and medicine, while simultaneously being able to understand the importance of commercialization in dissemination of discoveries. In addition, as the worlds of medicine and engineering continuously merge, biomedical engineers will increasingly often find themselves in environments considered “clinical” – where an understanding and insight of human factors, ethics, community engagement, and social interaction will be instrumental. Towards addressing some of these challenges, we propose the development of an Educational Toolkit for Bioengineering Design, Entrepreneurship and Service Learning. This novel educational program will enhance the biomedical engineering education by implementing several additional curricular components. These team-based courses include: 1) A junior-level Clinical Needs Finding clinical immersion course with a Service-Learning dedication. Students observe and identify healthcare gaps and disparities; and innovate projects that are directly relevant to our local healthcare community. 2) A junior-level course in Computational Tools for Biomedical Engineering Design, teaching the essential tools that are required for engineering design and prototyping. 3) A senior-level course in Entrepreneurial Bioengineering, focusing on commercialization, technology transfer, and start-up potential. 4) A 3-semester spanning Service-Learning class in which students mentor local high school pre-engineering design teams focused on biomedical and healthcare topics. If the goals of this program are met, students will gain valuable understanding about the role of a biomedical engineer in a clinical setting, build a network of peer and program faculty support, and develop a deeper understanding of the career opportunities in science and medicine. They will possess an understanding about design and commercialization in an engineering context, but are sensitive to aspects beyond science, such as health disparities and ethical challenges. Furthermore, by emphasizing the community engagement aspect in the two novel Service-Learning courses, we are encouraging the students to be the best possible stewards of their education, in growing to serve the communities around them, and inspiring the younger generation of engineers.

项目总结 在一个以讲授为基础的传统教学方法正在迅速过时的世界里， 问题往往是多方面和跨学科的。对于生物医学来说更是如此 工程教育，要求毕业生理解和应用先进的概念 工程、生物和医学领域，同时能够理解 商业化在发现传播中的重要性。此外，随着医学界 和工程的不断融合，生物医学工程师将越来越经常地发现他们自己 被认为是“临床”的环境--理解和洞察人类因素、伦理、 社区参与和社会互动将起到重要作用。向解决其中一些问题迈进 挑战，我们建议开发一个生物工程设计教育工具包， 创业和服务学习。这一新颖的教育计划将加强生物医学 通过实施几个额外的课程组成部分进行工程教育。这些基于团队的 课程包括： 1)初级临床需求发现临床沉浸式课程与服务-学习 奉献精神。学生观察并识别医疗保健方面的差距和差距；创新 与我们当地医疗保健社区直接相关的项目。 2)生物医学工程设计、教学计算工具初级课程 工程设计和原型制作所需的基本工具。 3)企业生物工程高级课程，重点是商业化， 技术转让和创业潜力。 4)为期3个学期的服务学习课程，学生在课堂上指导当地的高中 前期工程设计团队专注于生物医学和医疗保健主题。 如果达到了本课程的目标，学生将对 临床环境中的生物医学工程师，建立同行和计划教员支持的网络，并开发 对科学和医学领域的职业机会有更深入的了解。他们将拥有一个 了解工程背景下的设计和商业化，但对方面敏感 在科学之外，例如健康差距和道德挑战。此外，通过强调 社区参与方面在两个新颖的服务学习课程中，我们鼓励 让学生成为他们教育的最好管家，成长为服务于周围社区的人 激励着年轻一代的工程师。