A hands-on course teaching bioinstrumentation through the design and construction of a benchtop cardiac pacemaker

Bouchard, Michael J.; Downs, Matthew; Jangraw, David C.; Kyle, Aaron M.

doi:10.1109/embc.2013.6610209

Cited by 4 publications

(1 citation statement)

References 3 publications

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“…La duración de los laboratorios también podría ser un punto importante de mejora. Como lo mencionan [10], [9] una mayor duración permitiría la comprensión detallada de los componentes de los dispositivos médicos. También se recomienda un sistema de instructores para impartir las prácticas en múltiples horarios que el docente no tenga disponibilidad.…”

Section: Propuesta De Mejorasunclassified

Project-based learning as a curriculum enhancement of bioinstrumentation in biomedical engineering

Cáceres Lagos,

Padilla Flores

2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

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Bioinstrumentation is an important area in biomedical engineering. The following paper analyzed the perceived trend in the courses of this block of knowledge of UNITEC's biomedical engineering program in Honduras. In this, the difficulty in understanding the topics has been detected, limiting the scope of learning in the course. It was established as general objective, to propose improvements to this teaching block, covering the knowledge taught and methodologies applied in class, as well as a reordering of the subjects through a reform to the current curriculum. An analysis of UNITEC's curriculum was carried out to identify opportunities for improvement. An international benchmarking was also developed to understand the panorama of academic programs in the region. Through the data collected and the construction of the state of the art, the proposal for improvements was elaborated. The change of the methodology applied in the courses and approach of the laboratory practices represent the greatest opportunities for improvement. Project-based learning could be the best option to boost medical device research and development in the country to get closer to the goal of the academic program.

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Section: Propuesta De Mejorasunclassified

Project-based learning as a curriculum enhancement of bioinstrumentation in biomedical engineering

Cáceres Lagos,

Padilla Flores

2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

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Implementing a Design Thinking Project in a Biomedical Instrumentation Course

Farrar

2020

IEEE Trans. Educ.

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Transdisciplinary experiential learning in biomedical engineering education for healthcare systems improvement

2023

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Background The growing demand for more efficient, timely, and safer health services, together with insufficient resources, put unprecedented pressure on health systems worldwide. This challenge has motivated the application of principles and tools of operations management and lean systems to healthcare processes to maximize value while reducing waste. Consequently, there is an increasing need for professionals with the appropriate clinical experience and skills in systems and process engineering. Given their multidisciplinary education and training, biomedical engineering professionals are likely among the most suitable to assume this role. In this context, biomedical engineering education must prepare students for a transdisciplinary professional role by including concepts, methods, and tools that commonly belong to industrial engineering. This work aims to create relevant learning experiences for biomedical engineering education to expand transdisciplinary knowledge and skills in students to improve and optimize hospital and healthcare care processes. Methods Healthcare processes were translated into specific learning experiences using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. This model allowed us to systematically identify the context where learning experiences were expected to occur, the new concepts and skills to be developed through these experiences, the stages of the student’s learning journey, the resources required to implement the learning experiences, and the assessment and evaluation methods. The learning journey was structured around Kolb’s experiential learning cycle, which considers four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Data on the student’s learning and experience were collected through formative and summative assessments and a student opinion survey. Results The proposed learning experiences were implemented in a 16-week elective course on hospital management for last-year biomedical engineering undergraduate students. Students engaged in analyzing and redesigning healthcare operations for improvement and optimization. Namely, students observed a relevant healthcare process, identified a problem, and defined an improvement and deployment plan. These activities were carried out using tools drawn from industrial engineering, which expanded their traditional professional role. The fieldwork occurred in two large hospitals and a university medical service in Mexico. A transdisciplinary teaching team designed and implemented these learning experiences. Conclusions This teaching-learning experience benefited students and faculty concerning public participation, transdisciplinarity, and situated learning. However, the time devoted to the proposed learning experience represented a challenge.

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A hands-on course teaching bioinstrumentation through the design and construction of a benchtop cardiac pacemaker

Cited by 4 publications

References 3 publications

Project-based learning as a curriculum enhancement of bioinstrumentation in biomedical engineering

Project-based learning as a curriculum enhancement of bioinstrumentation in biomedical engineering

Implementing a Design Thinking Project in a Biomedical Instrumentation Course

Transdisciplinary experiential learning in biomedical engineering education for healthcare systems improvement

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