Furthering University of Tennessee Undergraduate Research Education (FUTURE) for

描述（由申请人提供）：这项工作的目标是促进未来（田纳西大学本科研究教育）的生物医学工程团队为基础的设计和实现R25计划的预期目的。该计划解决了一个重要的研究教育问题，即生物医学工程师的教育与他们在工程劳动力中的角色之间存在差距。顶点设计课程使高级生物医学工程学生能够设计完整的生物医学创新，可以说是这些学生将学习的最重要的课程。本课程是理论基础教育与工程专业实际问题解决之间的最后一座桥梁。在拟议的计划中，学生团队、临床环境和开放式生物医学设计项目的组合将用于解决三个具体目标。首先，将解决生物医学工程领域进展的一个关键障碍。未来几代生物医学工程师的本科教育将从根本上改变推动生物医学工程领域的概念、方法、技术和治疗。以团队为基础的开放式生物医学设计项目将用于更好地为生物医学工程本科学生提供创新设备开发的准备。第二个目标是改变当前生物医学工程本科教育的模式。本科工程教育传统上包括理论基础课程。然而，工程专业本质上是一个解决问题的行业。创新课程的四个特点将改变目前的范式：1)学生将处理开放式的设计问题，而不是封闭式的作业和考试问题；2)允许多种可能的解决方案，而不是单一的分析解决方案；3)学生

DESCRIPTION (provided by applicant): The goal of this work is to promote a FUTURE (Furthering University of Tennessee Undergraduate Research Education) for Team-Based Design in Biomedical Engineering and achieve the intended purpose of the R25 program. The proposed program addresses an important research education problem where a gap exists between the education of biomedical engineers and their roles in the engineering workforce. A capstone design course enables senior biomedical engineering students to design complete biomedical innovations and is arguably the most important course these students will take. This course is the last bridge between theory- based education and the problem-solving reality of the engineering profession. In the proposed program, a combination of student teams, clinical environment, and open-ended biomedical design projects will be used to address three specific aims. First, a critical barrier to progress in the biomedical engineering field will be addressed. The undergraduate education of future generations of biomedical engineers will fundamentally change the concepts, methods, technologies, and treatments that drive the biomedical engineering field. Team-based open-ended biomedical design projects will be used to better prepare undergraduate biomedical engineering students for innovative device development. For the second aim, current paradigms in undergraduate biomedical engineering education will be shifted. Undergraduate engineering education traditionally involves theory-based courses. However, the engineering profession is inherently a problem-solving business. Four innovative course characteristics will be used to shift current paradigms as follows: 1) students will deal with open-ended design problems rather than close-ended homework and exam problems; 2) multiple possible solutions will be permitted rather than a single analytical one; 3) students will work in teams rather than individually; and 4) several design project advisors will be available rather than a single course instructor. For the third specific aim, the process of solving clinicaly- based problems using novel engineering designs will be taught. Undergraduate engineering students lack the experience in a work environment directly concerned with the health of patients. Multiple research environments, including a Graduate School of Medicine, will be used to provide trainees with appropriate experience to prepare them for similar projects in their future careers. The proposed program will advance research education objectives relevant to priorities of the participating agency institutes. Participants will gain systematic knowledge of te design process organized by general principles and life cycle phases of biomedical innovations. This process will give participants the opportunity to evaluate and ensure innovations suit functionality and performance requirements. In addition, participants will gain experience in an environment directly concerned with patient health. Hence, the proposed program will improve scientific knowledge, technical capability, and clinical practice in biomedical engineering.