Team-Based Design in Biomedical Engineering Education

NIH R25（PAR-19-215）“生物医学工程中基于团队的设计” 教育” 摘要 典型的本科生物医学工程（BMED）课程包括广泛的基础， 数学、生物、化学、物理和一般工程课程-通常由 其他部门，在开始之前-什么学生经常称之为-他们的“真实的”BMED教育， 在项目的第三年。我们开发了生物医学/临床工程 合作伙伴关系（BiCEP）计划，以提供临床相关的基于团队的设计经验， 课程的每一个层次。项目和经验种子和发芽，喂养额外的 核心本科课程之外的创业机会。水平为核心 BiCEP计划包括两个部分：i）夏季沉浸式设计体验（SIDE） 课程侧重于设备的设计和开发过程和企业家精神， 生物医学空间，以及ii）临床沉浸体验（Clinical Immersion Experience，CIMEX）计划， 学生与临床导师在医院环境。 结合这些经验，为学生之间的第二和第三年的计划 提供了一个上下文之间的桥梁，他们的各种较低的司课程和他们的更多 在BMED计划的综合高师核心课程。临床观察程序 和医院环境，并与他们的临床导师参与，学生将开发一个项目 提出想法并通过需求发现、构思/头脑风暴和原型设计阶段进行。侧 课程将支架他们的临床经验，提供一个论坛，分享临床 观察和帮助他们的项目的发展。 乘以SIDE的影响，学生和教师将开发项目，以融入 在BMED计划的每一个阶段的课程。临床观察和构思活动， 第一年的介绍性主要课程，第二年的原型设计活动， 制造课程，第三年模拟和分析课程中的建模项目， 最重要的是，SIDE参与者和临床导师将作为我们的“客户”， 顶点高级设计项目在该计划的第四年。成功的项目在 顶点水平进一步扩大到研究生水平的项目，通过我们的硕士项目 跟踪和/或参与创新和创业中心的学生主导的 业务创建、加速和孵化。 该计划的目标是将临床和医学背景与设计经验相结合 在BMED课程中。

NIH R25 (PAR-19-215) “Team-Based Design in Biomedical Engineering Education” Abstract The typical undergraduate Biomedical Engineering (BMED) curriculum includes a broad base of coursework in math, biology, chemistry, physics, and general engineering – typically serviced by other departments, before beginning – what students often call – their “real” BMED education in their third year in the program. We have developed a Biomedical/Clinical Engineering Partnership (BiCEP) program to provide clinically-relevant team-based design experiences at every level of the curriculum. Projects and experiences seed and germinate, feeding additional entrepreneurial opportunities beyond the core undergraduate curriculum. At the core of the BiCEP program consists of two parts: i) Summer Immersion in Design Experience (SIDE) course focusing on the device design and development process and entrepreneurship in the biomedical space, and ii) a Clinical Immersion Experience (CLINEX) program that engages students with clinical mentors in a hospital setting. Combining these experiences for students between their 2nd and 3rd years of the program provides a contextual bridge between their varied lower-division coursework and their more integrative upper-division core courses in the BMED program. Observing procedures in clinical and hospital settings, and engaging with their clinical mentors, students will develop a project idea and carry it through needs finding, ideation/brainstorming, and prototyping phases. SIDE coursework will scaffold their clinical experiences, providing a forum for sharing clinical observations and aid the development of their projects. Multiplying the impact of the SIDE, students and faculty will develop projects to integrate in to coursework at every stage of the BMED program. Clinical observations and ideation activities in first year introductory major courses, prototyping activities in second year design and manufacturing coursework, modeling projects in third year simulation and analysis coursework, and most importantly, SIDE participants and clinical mentors will act as “clients” for our capstone senior design projects in the fourth year of the program. Successful projects at the capstone level are further expanded into graduate level projects through our Master’s Project Track and/or engaged with the Center for Innovation and Entrepreneurship for student-led business creation, acceleration, and incubation. The goal of this program is to integrate the clinical and medical context with design experiences throughout the BMED curriculum.