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Interprofessional Design and Entrepreneurship in Medical Devices at UC San Diego

加州大学圣地亚哥分校医疗器械的跨专业设计和创业

基本信息

批准号：
10621357
负责人：
Adam J Engler
金额：
$ 2.16万
依托单位：
UNIVERSITY OF CALIFORNIA, SAN DIEGO
依托单位国家：
美国
项目类别：
财政年份：
2018
资助国家：
美国
起止时间：
2018-06-05 至 2024-03-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10621357
关键词：
Academic support Acceleration Accreditation Active Learning Biomedical Engineering Biotechnology Cardiology Clinical Clinical Medicine Collaborations Complement component C5 Course Content Critical Thinking Data Device Designs Device or Instrument Development Education Educational Curriculum Educational Models Elements Enrollment Ensure Entrepreneurship Evaluation Event Exposure to Faculty Funding Goals Health Healthcare Hospitals Immersion Industry Interdisciplinary Education Learning Life Link Measures Medical Device Medical Device Designs Medical Students Medicine Mentors Mentorship Modeling Nursing Faculty Operative Surgical Procedures Ophthalmology Orthopedics Outcome Pediatrics Phase Physiology Population Process Radiology Specialty Regulatory Pathway Reporting Science Series Students Training Translating Work career clinical application clinical center clinical practice clinically relevant cohort commercialization course sequence design empowerment experience innovation instructor interest medical specialties novel product development programs prototype skills success symposium undergraduate student virtual reality game

项目摘要

Project Abstract/Summary Current training models for bioengineering design often do not adequately prepare students for 21st century challenges in the medical device industry as they lack appropriate training team-oriented science, critical thinking skills to identify problems, and immersion in clinical medicine, which is necessary to identify these problems. Responding to PAR 16-108, we at UC San Diego propose to re-envision our Bioengineering senior design curriculum to: (1) provide undergraduate team-based training in medical device design in a co-learning course with medical school students called “BENG192: Inter-professional Design and Entrepreneurship in Medical Devices,” (2) incorporate clinical problem identification into the senior design project conceptualization phase via a “BENG193: Clinical Bioengineering” course, and (3) use these project concepts as the basis for senior design team projects co-mentored by clinical and bioengineering faculty in BENG187 and BENG1XX courses. This 3-pronged approach will empower clinicians to work with student teams from the two didactic courses, whose enrollment we will double to accommodate half of all undergraduate students. Our approach will also expand beyond this coursework to incorporate the vast majority of UC San Diego Bioengineering students in their senior design teams with clinically focused project concepts. We further propose using unique and innovative educational models of team-based training, e.g. virtual reality gaming, to provide portions of this training. We believe that this approach fills a critical training gap for our bioengineering students and will prepare them for the 21st century workforce. Our approach will also fill training gaps for our medical students who have no course options to study medical device design, despite UC San Diego's proximity to a large biotechnology sector. We are confident in the potential of the program given data on student interest and the success of pilot courses and projects that have successfully competed for sustained funding. Outcomes will be measured between student cohorts with and without additional team-based design and immersion coursework as well as against previous cohorts prior to our re-envisioned curricula. Thus we are poised to build upon this success with the following ambitious but achievable aims over 5 years: Aim 1) Develop, implement, and integrate the enrollment of Bioengineering coursework providing clinical immersion and medical device design into Bioengineering senior design, Aim 2) Facilitate the integration of clinical mentors into senior design team mentorship and product development, and Aim 3) Disseminate program materials through interdisciplinary campus events and through regional and national networks. We will accomplish these goals by assembling a team of over 30 clinical mentors from a diverse set of specialties to complement 5 didactic course instructors and bioengineering academic support staff.

项目摘要/总结当前的生物工程设计培训模式往往不足以让学生为 21 世纪做好准备医疗器械行业面临的挑战是缺乏适当的培训、以团队为导向的科学、关键识别问题的思维能力，以及沉浸在临床医学中，这是识别这些问题所必需的问题。响应 PAR 16-108，我们加州大学圣地亚哥分校建议重新设想我们的生物工程高级设计课程的目的是：(1) 在共同学习中提供基于本科生团队的医疗器械设计培训与医学院学生一起开设的课程，名为“BENG192：跨专业设计与创业精神” 医疗器械”(2) 将临床问题识别纳入高级设计项目概念化通过“BENG193：临床生物工程”课程进行阶段，以及 (3) 使用这些项目概念作为基础由 BENG187 和 BENG1XX 临床和生物工程教师共同指导的高级设计团队项目课程。这种三管齐下的方法将使临床医生能够与来自两个教学学院的学生团队合作课程的入学人数将增加一倍，以容纳一半的本科生。我们的方法还将扩展到本课程之外，纳入加州大学圣地亚哥分校生物工程的绝大多数内容高级设计团队中的学生拥有以临床为重点的项目概念。我们进一步建议使用独特的以及基于团队的培训的创新教育模式，例如虚拟现实游戏，提供其中的一部分训练。我们相信，这种方法填补了我们生物工程学生的关键培训空白，并将让他们为 21 世纪的劳动力做好准备。我们的方法还将填补医学生的培训空白尽管加州大学圣地亚哥分校靠近大型大学，但他们没有学习医疗设备设计的课程选择生物技术部门。鉴于学生兴趣和需求的数据，我们对该计划的潜力充满信心成功竞争持续资金的试点课程和项目的成功。结果将是在有或没有额外的基于团队的设计和沉浸式课程的学生群体之间进行测量以及与我们重新设想的课程之前的先前群体的比较。因此，我们准备在此基础上再接再厉在 5 年内成功实现以下雄心勃勃但可实现的目标：目标 1) 制定、实施和整合生物工程课程的注册，提供临床沉浸和医疗设备设计进入生物工程高级设计，目标2）促进临床导师融入高级设计团队指导和产品开发，以及目标 3) 通过跨学科传播计划材料校园活动以及通过区域和国家网络。我们将通过组建一个由来自不同专业的 30 多名临床导师组成的团队，以补充 5 名教学课程讲师和生物工程学术支持人员。