Curricular Advancement of Biomedical Engineering Undergraduate Design Projects Beyond 1 Year: A Pilot Study

Manbachi, Amir; Logsdon, Elizabeth A.; Yazdi, Youseph; Durr, Nicholas J.

doi:10.1007/s10439-019-02434-7

Cited by 2 publications

(3 citation statements)

References 13 publications

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“…Today, a new paradigm for health education is on the rise. Through core curricular courses such as design teams courses [ 1 ], biomedical engineering (BME) undergraduates are asked to resolve issues prompted by medical professionals [ 1 , 2 , 3 ]. In the case of engineering capstone courses, a substantial number of the projects developed by students are from the medical area [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

Five Qualitative Research Concepts Grounded in Anthropological Methods for Teaching Design in Healthcare

2022

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Biomedical engineering, engineering, and design in health programs around the world have involved human-centered design as part of their undergraduate curriculum. The disparities evidenced during the COVID-19 pandemic and the rapid developments of biotech startups have highlighted the importance of preparing professionals in the health areas for undertaking rigorous, empathetic, and ethical research. In addition to working with human-driven information, students in the health areas are challenged to deal with technical developments that involve legal and ethical concerns deeply rooted in sociopolitical issues and human rights. Concerned with how to achieve a better understanding of behavior in designing for healthcare, this article describes the rationale behind teaching qualitative research in healthcare for biomedical engineering and engineering design education. Through portraying different healthcare designs resulting from an engineering design course, it describes the instruction of qualitative-driven concepts taught to biomedical engineering, design, and premed undergraduate students. Using a design-based research approach, we look to increase the chances of adoption of the presented qualitative research concepts in educational design in health programs. We deliver five tested research tools that better prepare students to carry out more rigorous, respectful, and aware qualitative research in health areas for the development of novel solutions.

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Section: Introductionmentioning

confidence: 99%

Five Qualitative Research Concepts Grounded in Anthropological Methods for Teaching Design in Healthcare

2022

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“…Background: The movement towards project-based learning courses has brought new challenges as education transitions from lecture-based delivery to project-specific mentoring. Three commonly addressed domains in BME capstone design courses are IP, regulation, and market access [1,2,3]. While guest lectures from industry experts are often used to discuss these domains at-scale, these lectures are often too generalized or not-timed with the project need.…”

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confidence: 99%

“…1 Market Access office hours were not added until Y2. 2 In Y2, teams were not required to opt-in or submit a brief for regulatory office hours, and instead showed up to an open working session with the expert and course faculty. This resulted in increased utilization, but the number of teams that interacted solely with the expert was not tracked.…”

mentioning

confidence: 99%

Inclusion of Industry Professional Experts in Biomedical Engineering Design Courses At-scale

Shale

Matin

Durr

et al.

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Collin Shale is a junior lecturer with the Department of Biomedical Engineering at Johns Hopkins University. Collin received his bachelor's degree in biomedical engineering from Marquette University, and he received his master's degree in bioengineering innovation and design from Johns Hopkins University, where he worked on projects relating to infection prevention for intravenous infusion and tuberculosis diagnostics. Collin is an instructor for the capstone undergraduate Design Team program, a suite of courses that train student leaders and teams in the design process. In his role, Collin provides instruction on clinical observation, need identification and validation, and opportunity assessment in addition to providing curricular and advisory support to student design teams.

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Curricular Advancement of Biomedical Engineering Undergraduate Design Projects Beyond 1 Year: A Pilot Study

Cited by 2 publications

References 13 publications

Five Qualitative Research Concepts Grounded in Anthropological Methods for Teaching Design in Healthcare

Five Qualitative Research Concepts Grounded in Anthropological Methods for Teaching Design in Healthcare

Inclusion of Industry Professional Experts in Biomedical Engineering Design Courses At-scale

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