Interprofessional Design and Entrepreneurship in Medical Devices at UC San Diego

项目摘要/摘要 目前生物工程设计的培养模式往往不能为21世纪的学生做好充分的准备。 医疗器械行业面临的挑战，因为他们缺乏适当的培训团队导向的科学，关键 发现问题的思维能力，以及沉浸在临床医学中，这是识别这些问题所必需的 有问题。作为对标准杆16-108的回应，加州大学圣地亚哥分校的我们建议重新设想我们的生物工程高级 设计课程：(1)在合作学习中提供基于团队的本科医疗器械设计培训 为医学院学生开设的课程名为《BENG192：跨专业设计与创业》 (2)将临床问题识别纳入高级设计项目概念化 阶段通过“BENG193：临床生物工程”课程，和(3)使用这些项目概念作为基础 在BENG187和BENG1XX由临床和生物工程学院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两个教学项目的学生团队合作 课程，我们将把招生人数增加一倍，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 学生在他们的高级设计团队中，具有临床重点的项目概念。我们进一步建议使用Unique 以及基于团队的培训的创新教育模式，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。我们的方法也将填补我们医科学生的培训空白 他们没有学习医疗器械设计的课程选择，尽管加州大学圣地亚哥分校靠近一所 生物技术行业。我们对该计划的潜力充满信心，因为有关于学生兴趣和 成功争取到持续资金的试点课程和项目的成功。结果将是 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衡量 以及在我们重新设想的课程之前针对以前的同龄人。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)开发、实施和 整合生物工程课程招生，提供临床沉浸和医疗器械设计 进入生物工程高级设计，Aim 2)促进将临床导师整合到高级设计团队 指导和产品开发，以及AIM 3)通过跨学科传播计划材料 通过校园活动，并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，为5名教学课程讲师提供补充 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.