Multi-disciplinary, Undergraduate Design Teams to Meet Healthcare Needs

描述（由申请人提供）：学习特定学科的专业化和深度所需的“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”部分中学习的。不幸的是，高级设计项目指导通常被纳入筒仓模型中，学生在单一学科项目团队中从事专注于特定学科的明确定义的项目。迫切需要打破这种模式并发展多学科本科设计团队来满足医疗保健需求。目前凯斯西储大学的设计课程基于联邦医疗器械设计控制法规 (21CFR820.30) 以及美国食品和药物管理局 (FDA) 控制和执行的医疗器械监管控制规定。让 BME 学生最满意的项目是那些直接与临床环境互动的项目。然而，临床项目赞助商的普遍反馈是，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。实践经验是主动学习的强大催化剂，但等到高年级才引入设计经验却错过了让学生尽早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。该课程的核心内容将是全面的、多学科的设计体验。目标 2 是建立身临其境的临床体验，使学生能够第一手了解医疗保健项目的需求和环境。目标 3 是向生物医学工程专业的学生介绍第一学期新生设计的实践经验。该课程的目的是向学生介绍工程的乐趣；了解生物医学设计的限制、目标和伦理；吸引并激励学生接受 BME 教育。在这个项目中，我们将增强当前的设计计划，创造一种积极且引人入胜的教育体验，从大一开始，最终以多学科的高级设计经验结束，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.