Work in Progress: Multidisciplinary, Vertically Integrated Projects Course on 3-D Printed Biomedical Devices

Abstract

This work in progress paper details the development of a multidisciplinary project-based course focusing on an assistive technology device. The project started as a joint research effort between the school of medicine's rehabilitation center and the school of engineering's makerspace in spring of 2016 to develop custom-fit, affordable orthotics for children with cerebral palsy (CP). To facilitate additional students joining the project and develop a self-sustaining research team, the project became a Vertically Integrated Projects (VIP) Program course in spring 2018. The course is structured as weekly team meetings with the faculty or graduate student lead and additional consultations and patient fittings coordinated with the medical team. Additional meetings with the medical team to provide medical insight for each design iteration, as well as allow the students to personally meet with and fit the brace onto the patients. This continuous collaboration allows for the engineering students and the medical team to develop common language and tools that are understandable and encourage the intrinsic motivation to work on real-world medical applications many of the students cite as inspiration for their participation.To develop the brace itself, the team uses 3D scanning to create an accurately sized brace. The brace is then 3D printed and tested with the patient. Students practice design iteration and human-centered design principles as they focus on input from each of the various stakeholders: OTs, doctors, patients, and the graduate student and faculty leads. Future work includes development and assessment of student design and soft skills workshops for this non-traditional course. The VIP program director at the university is piloting a series of workshops to build presentation, problem definition, entrepreneurship, and interviewing skills. As students participate in this course and are encouraged to attend the soft skills workshops, the goal is for them to progress as leaders within their sub-team and mentor new students.

Health professionals' education related to people with intellectual and developmental disabilities: A scoping review

“…Most of the programs included typical healthcare professions such as medicine, nursing, social work, physical therapy, occupational therapy, and speech language pathology. However, some reports focused on programs with interprofessional activities occurring between health professions learners and learners from professions outside of healthcare such as theater students and members of theater companies (Aabe et al, 2019; Abdi & Metcalf, 2020; Brown et al, 2018; Degeneffe & Grenawalt, 2018; Fursland, 2004; Losardo et al, 2019; McGarry & Aubeeluck, 2013; Metcalf & Colgate, 2019; Wade et al, 2020; Watkins & Colgate, 2016), law students (Bonuck & Hill, 2020), engineering students (Gale et al, 2019; Vogtle et al, 2000), and community‐based staff such as Direct Support Professionals (Auberry et al, 2019; Lacey, 1998; Wong & Wong, 2008).…”

Data-driven Strategy for Maintaining an Effective Team Collaboration in a First-year Engineering Course

“…[17]. PBL has been studied in a variety of settings and educational levels, from early childhood education through primary and secondary school and on to higher education [18][19][20].…”