Interprofessional Design and Entrepreneurship in Medical Devices at UC San Diego

项目摘要/摘要 目前的生物工程设计培训模式往往不能为21世纪的学生做好充分的准备 医疗器械行业的挑战，因为他们缺乏适当的培训团队为导向的科学，关键 思维能力，以确定问题，并沉浸在临床医学，这是必要的，以确定这些 问题回应PAR 16-108，我们在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：（1）以合作学习的方式提供基于本科团队的医疗器械设计培训 课程与医学院的学生称为“BENG 192：跨专业的设计和创业， 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“BENG 193：临床生物工程”课程，以及（3）使用这些项目概念作为基础， 高级设计团队项目由临床和生物工程学院在BENG 187和BENG 1XX共同指导 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团队的学生团队合作 课程，其招生我们将增加一倍，以容纳所有本科生的一半。我们的方法 还将扩展到本课程以外，以纳入加州大学圣地亚哥分校生物工程的绝大多数 学生在他们的高级设计团队与临床重点项目的概念。我们进一步建议使用独特的 和创新的团队培训教育模式，例如虚拟现实游戏，以提供这一部分 训练我们相信，这种方法填补了我们的生物工程学生的关键培训空白， 为21世纪的劳动力做好准备。我们的方法也将填补我们医学生的培训空白 他们没有课程选择来学习医疗器械设计，尽管加州大学圣地亚哥分校靠近一个大型的 生物技术部门。我们对该计划的潜力充满信心，因为学生的兴趣和 成功竞争持续资金的试点课程和项目取得成功。成果将 在有和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 以及在我们重新构想的课程之前与以前的同龄人进行比较。因此，我们准备在此基础上 在5年内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招生，提供临床沉浸和医疗器械设计 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，并通过区域和国家网络。我们将通过组装一个 由30多名来自不同专业的临床导师组成的团队，以补充5名教学课程导师 和生物工程学术支持人员。

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.