Experiential Learning in Biomedical Engineering Education Using Wearable Devices: A Case Study in a Biomedical Signals and Systems Analysis Course

Montesinos, Luis; Santos‐Díaz, Alejandro; Salinas-Navarro, David Ernesto; Cendejas-Zaragoza, Leopoldo

doi:10.3390/educsci12090598

Cited by 11 publications

(6 citation statements)

References 49 publications

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“…This highlights the challenges of BME and raises questions about how to design curricula for producing engineering graduates who are “well‐rounded and capable of dealing with complex problems” (Ertas et al., 2003, p. 292). This may justify the recent and strong focus on transdisciplinarity (Ertas et al., 2003; Montesinos et al., 2023) to develop the desired depth and breadth associated with a comprehensive understanding of societal needs.…”

Section: Discussionmentioning

confidence: 99%

A biomedical engineering curriculum development: A qualitative study engaging four stakeholders

Prestigiacomo,

Chan,

Kark

2024

Euro J of Education

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Biomedical engineering is critical in improving people's lives through innovative solutions to biological and medical challenges. In the face of today's rapidly evolving climate, the field of biomedical engineering encounters numerous pressures that demand up‐to‐date skills and competencies. The (re‐)development of curricula aligning with industry and societal needs, students' expectations, and academics' expertise while outlining graduates' knowledge (that) and abilities (how) becomes indispensable despite the challenges and complexities presented by conflicting priorities, tight timelines, and scarce resources. This paper presents a qualitative study conducted by a biomedical engineering graduate school at an Australian university. The study engaged four key stakeholders—industry partners, recent graduates, current academics, and students—in a self‐auditing process of an existing biomedical engineering curriculum. This exercise aimed to identify priorities for the future development of the curriculum. The findings reveal the perspectives from the four stakeholder groups, with industry partners and recent graduates focusing on technical and transferable skills and current students and academic staff advocating for breadth and a more practice‐oriented curriculum, where transdisciplinarity should inform biomedical engineering education. We propose that this evidence‐based and bottom‐up approach with multiple stakeholders holds potential implications for fields beyond biomedical engineering education. It provides valuable guidance to educational institutions seeking to (re‐)develop their curricula to align with evolving industry and society demands.

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Section: Discussionmentioning

confidence: 99%

A biomedical engineering curriculum development: A qualitative study engaging four stakeholders

Prestigiacomo,

Chan,

Kark

2024

Euro J of Education

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“…First, the proposed learning experiences must be adapted to new curricular developments (e.g., updates to the biomedical engineering curriculum) using state-of-the-art instructional methods, such as service and challenge-based learning, or problem-solving methodologies, such as design thinking. In addition, new learning experiences can be created in the wider variety of learning spaces supported by state-of-the-art technologies, fostering a ubiquitous learning [ 22 ]. Furthermore, the assessment of students’ learning could be improved by incorporating a tool for students to track and reflect on their learning process, such as a regular learning journal, to foster mandatory reflection.…”

Section: Discussionmentioning

confidence: 99%

“…These mechanisms include computer simulation, laboratory experiments, design courses, guest speakers, industry-sponsored design projects, field trips to hospitals and medical device companies, and internships. Furthermore, some instructional methods have been proposed to improve biomedical engineering education, including problem-based, project-based, challenge-based, and experiential learning, particularly in North American higher education institutions [ 16 – 22 ]. These methods engage students in collaboratively developing solutions to real-world problems based on crucial concepts in the discipline, thus fostering disciplinary knowledge and creative thinking skills.…”

Section: Introductionmentioning

confidence: 99%

Transdisciplinary experiential learning in biomedical engineering education for healthcare systems improvement

2023

Self Cite

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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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“…Medical and engineering students alike have voiced an interest in transdisciplinary collaboration but current practices often fall short of expectations 6 . Furthermore, similar pedagogical approaches have demonstrated that transdisciplinary instruction is a useful means for Biomedical Engineering students to design solutions for complex problems in health care systems 10 . In this way, the course curriculum aims to address not only the need of students but also best educational practices.…”

Section: Discussionmentioning

confidence: 99%

Joint engineering‐medical school programs prepare physicians for clinical challenges: An observational study

Gathman,

Vasdev,

Smetak

et al. 2023

Health Science Reports

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Background and AimsModern health care faces a plethora of challenges including the delivery of quality and cost‐efficient care. Physicians are first‐hand observers of clinical problems but may lack the requisite training and education to develop innovations that improve patient care. Few medical education programs address innovation, leadership, and transdisciplinary collaboration despite being highlighted by national medical and education organizations including the American Medical Association. The University of Minnesota has implemented the Augustine program over the last 10‐years to produce physicians that are leaders in medical innovation.MethodsAs a novel joint engineering‐medical school curriculum to educate medical students, residents, and fellows, the Augustine program incorporates engineering coursework, biomedical research, and a multidisciplinary design and business development experience to produce physicians capable of designing and marketing “disruptive technologies.” The Augustine program takes 1‐year to complete in addition to the 4‐year medical education and provides a Master of Biomedical Engineering upon completion.ResultsAugustine program graduates (n = 6) have reported significant contributions related to the joint engineering‐medical education including peer‐reviewed publications (Median: 13), deployable assets (Median: 2), and intellectual property (Median: 1). Most surveyed graduates (n = 5, 83%) continue to be active contributors to medical innovation and all (n = 6, 100%) utilize their transdisciplinary education to improve patient care.ConclusionAugustine program graduates impact the entire spectrum of innovation and continue to improve patient care. The program will seek to emphasize the inclusion of physician residents and fellows with position expansion. The addition of a multi‐week medical innovation clerkship will provide a more focused experience for students unable to dedicate an entire year to a transdisciplinary experience.

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Experiential Learning in Biomedical Engineering Education Using Wearable Devices: A Case Study in a Biomedical Signals and Systems Analysis Course

Cited by 11 publications

References 49 publications

A biomedical engineering curriculum development: A qualitative study engaging four stakeholders

A biomedical engineering curriculum development: A qualitative study engaging four stakeholders

Transdisciplinary experiential learning in biomedical engineering education for healthcare systems improvement

Joint engineering‐medical school programs prepare physicians for clinical challenges: An observational study

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