A distributed and interdisciplinary pipeline for sustainable student-driven innovation

费尔德等人_R25_2022_摘要_最终 现代工程师需要将技术能力与全球和竞争能力结合起来。 对于生物医学工程师来说，支持这些核心能力的努力就是培养 翻译设计和创新并将其商业化，以影响最终用户。为了实现这一目标， 我们建议建立一个分布式和跨学科的渠道，以实现学生主导的可持续发展 创新。这项建议包含了一个跨学科的综合课程，以推动 纵向项目开发创新。我们的第一个具体目标是提升老年人 设计项目准备和学生能力。这一目标是通过彻底验证来实现的 需要重新设计跨学科临床沉浸计划，并开发新的 本科生生物医学工程课程，以提升学生的物理原型技能。 需要经过生物医学工程和创新医学计划的充分验证 具有初级临床经验的学生确保项目开发与能力保持一致 将产品商业化，并增强学生原型制作技能，以支持现实 增强保真度的开发。这些举措共同促成了我们的第二个具体目标， 即利用跨学科合作来加强医疗科技设备设计。这一目标 将本科生生物医学工程高级设计的顶峰修改为 纳入同样来自临床沉浸式教学的医学生。此外，高级设计 班级将接受基于临床沉浸的验证需求的项目，这将使 加快进度，并在课堂上包含验证和确认。产品 从高级设计的开发过渡到相同的医疗设计的进一步开发 学生们拥有自己的巅峰体验。持续项目，从临床沉浸到 高级设计再到医用顶石有很大的好处，包括保留能力 技术发展和追求其他方式不可能的进一步发展(例如， 出版发展、执行有限研究、追求知识产权)由一人 独一无二的巅峰体验。临床沉浸对验证需求和原型的影响 提高原型能力的课程将使用调查和交付成果进行评估。 项目来源(即临床浸泡或其他)和参与原型制作的影响 课程将根据团队在内部和外部有效协作的能力进行评估 规范、设计、验证性能要求，并验证设计输出是否满足 原始需求。利用医疗技术的跨学科协作取得长期成功 设备设计将通过对医疗Capstone交付成果的比较评估进行评估 根据项目来源和管道的参与情况。这条拟议的管道具有潜在的 实现以学生为主导的重大创新。 1

Felder et al_R25_2022_Abstract_FINAL Modern engineers need to blend technical competence with global and competitive competence. For biomedical engineers, efforts to support these core competencies is to cultivate the ability to translate and commercialize design and innovation to impact the end-users. To meet this goal, we propose to establish a distributed and interdisciplinary pipeline for sustainable student-driven innovation. This proposal encompasses a comprehensive curriculum across disciplines to drive longitudinal project development and innovation. Our first specific aim is to enhance senior design project preparedness and student competency. This aim is met by thoroughly validating needs with a redesigned interdisciplinary clinical immersion program and by developing a new undergraduate biomedical engineering course to enhance student physical prototyping skills. Needs fully validated by biomedical engineering and Innovation Medicine program medical students with primary clinical experience ensures project development is aligned with the ability to commercialize a product, and enhanced student prototyping skills support realistic development with enhanced fidelity. Together these initiatives enable our second specific aim, which is to leverage interdisciplinary collaboration to enhance medtech device design. This aim is met by revising the undergraduate biomedical engineering senior design capstone to incorporate the same medical students from clinical immersion. Moreover, the senior design class will accept projects based on validated needs from clinical immersion, which enables accelerated pacing and inclusion of both verification and validation in class. Product development from senior design is then transitioned for further development to the same medical students with their own capstone experience. Continuing projects from clinical immersion to senior design and then to medical capstone has substantial benefit including the ability to retain technical development and pursuit of further development that was not otherwise possible (e.g., publication of development, execution of limited studies, pursuit of intellectual property) by one capstone experience alone. Effects of clinical immersion to validate needs and the prototyping class to enhance prototyping competency will be evaluated using surveys and deliverables. Effects of project origin (i.e., clinical immersion or other) and participation in the prototyping class will be evaluated on the ability of teams to effectively collaborate within and outside disciplines, design, verify performance requirements, and validate that design output meets original need. Long-term success of leveraging interdisciplinary collaboration for medtech device design will be evaluated by comparative assessment of medical capstone deliverables based on project origin and participation of the pipeline. This proposed pipeline has the potential to enable significant student-driven innovation. 1