Patient Centered Design in Undergraduate Biomedical Engineering

Abstract

Diego. Dr. Allen's teaching activities include coordinating the core undergraduate teaching labs and the Capstone Design sequence in the BME department at the University of Virginia, and his research interests are in the fields of computational biology and bioinformatics. He is also interested in evaluating the pedagogical approaches optimal for teaching lab concepts and skills, computational modeling approaches, and professionalism within design classes. Dr. Allen also serves as PI and director for an NSF-funded Multi-Scale Systems Bioengineering REU site at U.Va.

Board 5: WIP: An Interdisciplinary Project Development Pipeline Connecting Undergraduate Biomedical Engineering and Medicine Students

“…The purpose of these experiences is to immerse students in clinical environments for the observation, documentation, and identification of clinical needs through a user-centered design process, which is essential to the design of impactful and long-lasting solutions [2,3]. Clinical immersion content and implementation differs between programs, but generally occurs through short-term, structured programs or individual courses [4][5][6][7][8]15]. At the University of Illinois at Chicago, we developed a six-week summer clinical immersion program (CIP) for rising-senior BME students [9], and later, for interdisciplinary teams of medical and BME students [10].…”

Priming and Mining the Civil Engineering Mindset: How Personal Values and Perfectionism Shape Societal Engagement and Consideration in Design

“…Frow, Smith, & Ankeny's (2017) study successfully promotes social consideration and wicked (real-world) problem solving, despite the limitation of students being unable to meet with the end-user. This was done via guiding groups of students through a biomedical device design, whilst encouraging them to reflect, self-evaluate their ability to work in a team, and self-identify how well they comprehend different aspects of the design process.Hammond, et al (2021) promoted notions of social consciousness and consideration through training engineering educators on how to introduce related topics in classrooms; and by holding weekly meetings for engineering students to meet and discuss matters of race and inclusivity, and methods to integrate such socially-considerate and inclusive notions in engineering classrooms Allen & Chen's (2018). study explicitly promotes empathy and human-centred designing skills in biomedical engineers by allowing for direct engagement with the patients that students are designing for, or by shadowing and interviewing clinicians of the patients.…”