The DMVP (Detect, Measure, Valuate, Propose) Method for Evaluating Identified Needs During a Clinical and Technology Transfer Immersion Program

Abstract

Hannah Cash is pursuing her PhD in Bioengineering with a focus on Engineering and Science Education. Working with students through the engineering design process, Hannah has been encouraged to aid in outreach opportunities to bring Bioengineering and Design to younger students and teachers throughout the Upstate of South Carolina through work with the Perry Initiative and Project Lead the Way. The Perry Initiative works to inspire young women to be leaders in engineering and medicine, while Project Lead the Way works to bring engineering and medicine to teachers and students in K through 12 programs.Hannah was a four year club sports athlete for the Clemson University Women's Ultimate team. She was captain for two years, which taught her team-centered leadership. Hannah used these skills to lead her senior design capstone team to develop and create a functional sports rehabilitation device. Hannah found her drive for design and engineering education during the development of this device and is working to instill students with the same drive and initiative through experimental learning.

Lessons from Developing a Rubric for Evaluating Need Statements on Health Technology Innovation Projects

“…However, while rubrics are a key tool in biomedical engineering education to assess a range of outcomes and assignments [3], we were unaware of any comprehensive rubric for helping instructors systematically evaluate student need statements or directly aiding students in learning how to write them. One study provided students with a series of worksheets to lead them in the construction of a need statement, but the emphasis of this effort was on assessing whether they had identified a "problem worth solving" according to criteria set forth by the university office of technology transfer rather than evaluating the need statement itself [4].…”

Board 12: Work in progress: Assessment and impact of a Clinical Observations and Needs Finding service-learning course on Biomedical Engineering outcomes

“…Myriad undergraduate Biomedical Engineering programs have developed programs that seek to provide an element of "clinical immersion" for students to learn about real-world problems which can be solved by engineering design [1][2][3][4][5]. However, given the diversity of such programs across the country concerning resources available, such as proximity to a major medical school, teaching hospital, active residency programs, etc., it is challenging to derive a universal "one size fits all" approach for such a course, as well as challenges in reporting their efficacy [6][7][8].…”

Board 13: Work in Progress: Clinical Immersion Model for Biomedical Engineering Undergraduate Students with Experienced Nurses

“…We will highlight the program structure, our novel assessment tools, and initial outcomes, as well as propose future directions for the framework to ensure sustainability and success. At most universities, clinical immersion programs for the biomedical engineering students are offered as extracurricular and usually occur during the summer [1][2][3][4][5][6][7][8][9]. Some institutions adopted semester-based immersion models [12], some adopted clinical field trips and visits within a course [11], and finally, some adopted visits to clinical simulation laboratories [10].…”

“…This is a limiting factor especially for large and fast-growing programs. Summer immersion programs are usually short in their duration (2 weeks up to 10 weeks) [1][2][3][4][5][6][7][8][9], therefore, provide limited exposure to clinical setting and personal. Offering semester-based clinical immersion programs poses another set of challenges.…”