Team-Based Design in Biomedical Engineering Education

NIH R25(PAR-19-215)《基于团队的生物医学工程设计》 教育“ 摘要 典型的本科生生物医学工程(BMED)课程包括广泛的基础 数学、生物、化学、物理和普通工程方面的课程--通常由 其他系，在开始他们的“真正的”BMED教育之前--学生们通常称之为-- 他们在这个项目中的第三年。我们开发了一种生物医学/临床工程 合作(二头肌)计划，提供临床相关的基于团队的设计体验，网址为 每一级的课程。项目和经验：种子和发芽、饲喂其他 核心本科课程之外的创业机会。在这个问题的核心 BUEPP项目由两部分组成：一)夏季沉浸在设计体验中(二) 课程重点是设备设计和开发流程以及 生物医学领域，以及ii)临床沉浸体验(CLINEX)计划 在医院环境中有临床导师的学生。 将这些经验结合起来，供二年级和三年级的学生使用 在他们各种较低级别的课程和他们的更多 BMED课程中的综合高级核心课程。临床中的观察程序 和医院环境，并与他们的临床导师接触，学生将制定一个项目 构思并将其贯穿于需求发现、构思/头脑风暴和原型阶段。侧面 课程工作将为他们的临床经验奠定基础，提供一个分享临床经验的论坛 观察和帮助他们的项目的发展。 学生和教职员工将开发项目，以融入到 BMED项目每个阶段的课程作业。临床观察和思维活动 一年级主修入门课程，二年级设计原型活动和 制造课程，三年级模拟和分析课程中的建模项目， 最重要的是，边线参与者和临床导师将成为我们 顶石高级设计项目在该计划的第四年。成功的项目在 顶石级别通过我们的硕士项目进一步扩展到研究生级别的项目 跟踪和/或参与学生主导的创新和创业中心 创业、提速、孵化。 该项目的目标是将临床和医学背景与设计经验相结合 在整个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.