Multi-disciplinary, Undergraduate Design Teams to Meet Healthcare Needs

描述（由申请人提供）：专业化和深入学习特定学科所需的“筒仓”学术结构不利于学习这些技能在现实世界中的应用，通常是在教育的“设计”部分学习。不幸的是，高级设计项目教学往往被纳入筒仓模型和学生在单一学科的项目团队工作的明确定义的项目是专注于特定的学科。迫切需要打破这种模式，发展多学科的本科设计团队，以满足医疗保健需求。凯斯西储大学目前的设计课程是基于医疗器械设计控制的联邦法规（21 CFR 820.30）和美国食品药品监督管理局（FDA）控制和执行的医疗器械监管控制。为BME学生提供最满意的项目是那些直接与临床环境互动的项目。然而，临床项目赞助商的共同反馈是，学生们有能力，有动力，但最大的挑战是让他们了解临床环境的现实。实践经验是积极学习的强大催化剂，但等到高年级引入设计经验错过了让学生早期参与教育发展的机会。在这个项目中，我们将通过三个具体目标来加强案例设计课程。目标1是开发和实施CSE多学科高级设计课程。该课程的中心部分将是一个全面的，多学科的设计经验。目标2是建立一个身临其境的临床经验，使学生了解第一手的医疗保健项目的需求和环境。目标3是介绍一个动手，大一第一学期的设计经验，生物医学工程专业的学生。该课程的目标是向学生介绍工程的乐趣;了解生物医学设计的约束，目标和道德;并吸引和激励学生接受BME教育。在这个项目中，我们将加强目前的设计计划，创造一个积极和引人入胜的教育经验，从大一开始，并以多学科的高级设计经验为高潮，为学生在生物医学工程的理论和应用方面取得最大成功做好准备。

DESCRIPTION (provided by applicant): The "silo" academic structure necessary for specialization and depth in learning specific disciplines is detrimental to learning the applicatio of those skills to real-world applications, typically learned in the "Design" component of the education. Unfortunately, senior design project instruction is often incorporated into the silo model and students work in single discipline project teams on well-defined projects that are focus on the specific discipline. There is a critical need to break this model and develop multidisciplinary undergraduate design teams to meet healthcare needs. The current Case Western Reserve University design curriculum is based on the federal regulations for medical device design controls (21CFR820.30) and the regulatory controls for medical devices as controlled and enforced by the Food and Drug Administration (FDA). Projects that provide the most satisfaction to the BME students are those that directly interact with the clinical environment. Common feedback from clinical project sponsors, however, is that the students were capable and motivated, but the biggest challenge was getting them to understand the realities of the clinical environment. Hands-on experience is a strong catalyst for active learning but waiting until the senior year to introduce a design experience misses the opportunity to engage the students early in their educational development. In this project we will enhance the Case design curriculum through three specific aims. Aim 1 is to develop and implement a CSE multi-disciplinary senior design course. The center piece of the course will be a comprehensive, multi-disciplinary design experience. Aim 2 is to establish an immersive clinical experience such that the students understand first-hand the needs and environment of healthcare projects. Aim 3 is to introduce a hands-on, first-semester freshman design experience to biomedical engineering students. The objective of the course is to introduce students to the joy of engineering; understanding the constraints, goals, and ethics of biomedical design; and engage and motivate students for their BME education. In this project, we will enhance the current design program to create an active and engaging educational experience that starts in the freshman year and culminates with a multi-disciplinary senior design experience that prepares the students for maximum success in the theory and application of biomedical engineering.