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Abstract: Abstract Many biomedical engineering degree programs lack substantial immersive clinical experiences for undergraduate students, creating a need for clinical immersion programs that contribute to training objectives that emphasize current clinical needs (Becker in Eur J Eng Educ 31:261–272, 2006; Davis et al. in J Eng Educ 91:211–221, 2002; Dym et al. in J Eng Educ 94:103–120, 2005). Immersive clinical experiences have the potential to bridge the gap between clinical and non-clinical learning objectives in biomedical engineering curriculum. In collaboration with Indiana University Health Methodist Hospital, we have created, executed, and evaluated a two-week cardiovascular clinical immersion program for biomedical engineering undergraduate students at Purdue University. As of August 2022, this program has run 11 times since 2014 with 60 participants to date, exposing students to intensive and non-intensive care environments, facilitating interactions with medical professionals, and encouraging exploration of innovative technologies shaping the training of clinicians with direct patient interaction. The variety of cardiovascular topics discussed and clinical settings observed has provided students with a unique, highly beneficial learning opportunity. Keys to the continued success and growth of similar programs include: recruiting a diverse team, support from administrative staff/clinicians, a funded student intern position, and careful consideration of liability/risk management. Areas of future consideration include, streamlining the order of scheduled events, determining if offering course credit would be beneficial to students, and tracking career trajectories after participations. PubDate: 2023-02-03
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Abstract: Abstract Entrepreneurial minded learning (EML) is a pedagogical technique that gives students the tools to identify opportunities, focus on impact, and to create value through their solutions. The entrepreneurial mindset builds upon three key elements: curiosity, connections, and creating value (3 Cs). A biomedical engineering course was developed using EML. EML was infused into every class session through learning objectives, content, reading, and activities. The course culminated in a project in which students used EML to define a problem in bioengineering and propose solutions that incorporated polymers. Activities gave the students the opportunity to experience EML, teamwork, and entrepreneurship, and to work through the stages of their project. Assessments incorporated at least one question tied to EML. Questions on two direct assessments were scored by a set of established EML objectives and associated rubrics. Students participated in anonymous pre- and post-surveys to assess understanding and acquisition of EML skills. There have been two offerings with participation from undergraduate and graduate students. Over two offerings, 38% of students had invention disclosures related to their projects. Survey results indicated significant increases across many areas of EML, with the largest increases related to defining EML and the 3 Cs; identifying opportunity; identifying social, economic, and environmental value; and considering intellectual property. Survey results were corroborated by students demonstrating emerging or accomplished scores on several EML objectives on final exams and final project submissions. By the end of the course, most students appreciated learning the entrepreneurial mindset and saw opportunities to apply these techniques to both their research projects and future careers. EML promoted innovative and creative thinking, problem solving, assessment of user needs, and teamwork. This work demonstrates approaches and examples of assessments and activities that can be used to incorporate entrepreneurial skills into a course. PubDate: 2023-01-26
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Abstract: Abstract Underrepresentation of female students and specific racial/ethnic groups persists in STEM despite decades of intervention. Evidence suggests a need to encourage interest in STEM fields at the middle-school level. Adolescent career aspirations are influenced by exposure to role models and mindsets, such as a sense of perceived personal capacity. The purpose of this study was to measure how exposure to role models and work-based microbadging affects students' mindsets related to pursuit of STEM careers. Middle school students rated their intent to pursue a STEM career before and after completing a series of Quest-Challenge pairs featuring role models, including a biomedical engineer, in the Couragion application, along with their confidence, motivation, and enjoyment through in-app surveys. Data from students in well-represented and underrepresented STEM demographics were compared. Intent to pursue a STEM career increased after Couragion app intervention. Divided into demographic groups, increases were observed in students from underrepresented racial/ethnic groups and female students. Students reported increased confidence, motivation, and enjoyment after interacting with the app. Additionally, students reported confidence in STEM career success and motivation to apply themselves academically. This study showed increased intent, confidence, motivation, and enjoyment in middle school students related to STEM careers. The Couragion app intervention effectively improved metrics that inform students’ future academic and professional decisions. Widely implementing this type of intervention during middle school could help narrow the representation gap in STEM fields. PubDate: 2023-01-25
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Abstract: Abstract The unique characteristics of the training needed for today’s biomedical engineers can represent a challenge in curriculum design. Practical experiential learning for biomedical engineering undergraduates is important to prevent under-developed professional skills. In this teaching tips article, we provide an example of how to incorporate experiential learning into the biomedical engineering curriculum to address the need for undergraduates to gain the desired skillsets to serve as the next generation of leaders in engineering, medicine, and business all through the lens of civic engagement. Here we outline our implementation of a recently developed service-learning course for our sophomore students that allows introduction of biomedical engineering discipline-specific design process early on in their undergraduate studies. Student teams work to design, build, and test novel devices to solve the unmet need of community partners, and in doing so, the course prepares students in developing technologies that not only address public health needs but that are also embraced by the community. This course in team-based design can help train students in analyzing real world problems for needs-based biomedical engineering through projects identified by interaction with community partners. Providing specifics of how this course was implemented as well as our reflection on student learning, we offer an analysis of the areas of success, a discussion of how interactions with community partners benefits the student professional skills development, and considerations regarding implementation. Here we highlight the ability of this course to exercise students’ social awareness in the design of technologies to improve society by addressing the genuine needs of community partners. PubDate: 2023-01-23
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Abstract: Abstract Best practices in Biomedical Engineering education seek to connect classroom knowledge to practical applications. MIT’s Medical Device Design course is comprised of in-class didactics, individual laboratory assignments, and a semester-long, team- based design and prototyping challenge, based in real unmet biomedical need. Students in the course represent a broad set of undergraduate and graduate students, from diverse educational backgrounds, with different levels of training and expertise. This year, as a precursor to the semester-long project, we designed, piloted, and evaluated a new experiential learning lab based around a syringe pump, selected because of its prevalence in the clinical setting, exemplification of core, multidisciplinary biomedical engineering concepts, and suitability for a team-based learning exercise. Students individually calculated patient dosing requirements and translated desired volume and flow rate into stepper motor commands. Then, during a single in-class session, teams worked from a custom-designed and fabricated kit to assemble a syringe pump, breadboard electronics, implement software controls, and finally close the design loop by evaluating their pumps' dispensing performance. A post-lab survey of the student cohort indicated that this pilot lab provided a sound biomedical learning and teamwork opportunity that improved technical literacy. The survey also identified key opportunities for improvement – students wanted more time and instructor-guided learning to increase their understanding of the mechanical engineering, electrical engineering, and software subtopics. Consequently, next year we will expand the lab into a multi-class exercise, with enhanced lectures and supplementary materials. Overall, we share this problem-based learning exercise, designed to exemplify key concepts, improve teamwork, and foster hands-on tinkering skills, with other biomedical engineering instructors. PubDate: 2023-01-19
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Abstract: Abstract Online course delivery has increased in prevalence, particularly due to the onset in 2020 of the COVID-19 pandemic. Biomedical engineering laboratory courses pose unique challenges when transitioning to a remote or hybrid space. Here, we describe a novel approach to online lab delivery to improve student learning and engagement in a required introductory biomedical engineering laboratory class. The presented work focuses on the implementation and assessment of a novel approach to remote lab delivery named LabMate, which is a mobile, multi-view livestreaming platform that connects students to an in-person class remotely. Surveys of student and instructor participants assessed hardware quality and areas of improvement. Focus groups with students who had taken the course in an online format previously were conducted after a demonstration of the system. Survey responses were overall positive; however, some areas of improvement were identified, such as audio quality and video quality. Students and instructors appreciated the ability to deliver class synchronously online rather than perform make-up labs. Focus group participants found LabMate to be more engaging and enjoyable than prior online lab experiences. Students and instructors preferred LabMate over other online lab delivery methods. The students found the experience to be more dynamic and engaging, providing them with the opportunity to develop some of the core competencies of a biomedical engineering student. PubDate: 2023-01-19
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Abstract: Abstract The COVID-19 pandemic exacerbated the already increasing challenge of establishing immersive, co-curricular activities for engineering students, particularly for biomedical-related activities. In the current work, we outline a strategy for co-curricular learning that leverages a private–public partnership in which methods for capacity-building have enabled mutually beneficial outcomes for both organizations. A contemporary issue for many non-profits is identifying effective ways to build capacity for consistent service delivery while at the same time embracing the volunteer activities of students; a challenge is that the lifecycle of a university student is often not aligned (much shorter) with the needs of the non-profit. The public–private partnership simultaneously meets the service motivation of students with the needs of the host. This paper includes two case studies that illustrate the implementation of the methods for capacity-building and related outcomes. PubDate: 2023-01-17
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Abstract: Abstract In response to the growing computational intensity of the healthcare industry, biomedical engineering (BME) undergraduate education is placing increased emphasis on computation. The presence of substantial gender disparities in many computationally intensive disciplines suggests that the adoption of computational instruction approaches that lack intentionality may exacerbate gender disparities. Educational research suggests that the development of an engineering and computational identity is one factor that can support students’ decisions to enter and persist in an engineering major. Discipline-based identity research is used as a lens to understand retention and persistence of students in engineering. Our specific purpose is to apply discipline-based identity research to define and explore the computational identities of undergraduate engineering students who engage in computational environments. This work will inform future studies regarding retention and persistence of students who engage in computational courses. Twenty-eight undergraduate engineering students (20 women, 8 men) from three engineering majors (biomedical engineering, agricultural engineering, and biological engineering) participated in semi-structured interviews. The students discussed their experiences in a computationally-intensive thermodynamics course offered jointly by the Biomedical Engineering and Agricultural & Biological Engineering departments. The transcribed interviews were analyzed through thematic coding. The gender stereotypes associated with computer programming also come part and parcel with computer programming, possibly threatening a student's sense of belonging in engineering. The majority of the participants reported that their computational identity was “in the making.” Students’ responses also suggested that their engineering identity and their computational identity were in congruence, while some incongruence is found between their engineering identity and a creative identity as well as between computational identity and perceived feminine norms. Responses also indicate that students associate specific skills with having a computational identity. This study's findings present an emergent thematic definition of a computational person constructed from student perceptions and experiences. Instructors can support students’ nascent computational identities through intentional mitigation of the gender stereotypes and biases, and by framing assignments to focus on developing specific skills associated with the computational modeling processes. PubDate: 2023-01-01
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Abstract: Abstract There is a need for novel teaching approaches to train biomedical engineers that are conversant across disciplines and have the technical skills to address interdisciplinary scientific and technological challenges. Here, we describe a graduate-level miniaturized biomedical device engineering course that has been taught over the last decade in in-person, remote, and hybrid formats. The course employs experiential learning components, including a proposal development and review that mimic the National Institutes of Health process and technical assignments that use raw research data to simulate a research experience. The effectiveness of the course was measured via pre-/post-course concept inventory surveys as well as course evaluations with targeted questions on the learning instruments. Statistical comparison of pre-/post-course survey scores suggests that the course was effective in students achieving the learning objectives, and comparison of relative increase in pre-/post-course survey scores across different instruction formats (i.e., in-person, remote, hybrid) showed minimal difference, suggesting that the teaching elements are readily transferrable to remote instruction. PubDate: 2022-12-07 DOI: 10.1007/s43683-022-00094-z
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Abstract: Abstract We provide a set of practices implemented within the last year that integrate experiential learning cycles into an established introductory wet-lab course. The use of this cycle during the course and impact on meeting course defined learning objectives and student responses are considered in defining success. Each of the three practices are described and assessed via student self-evaluated confidence in learning objectives using anonymous voluntary questionnaires. Course performance before and after implementing Kolb’s practices are examined on summative assessments. Examples and generalized applicability are considered. Course performance relative to school and departmental scores were assessed using school-administered surveying. We find these practices resulted in very high (Likert scale 4.3–4.65/5) responses to growth within learning objectives by students. Specific prompts for the best aspect of the course and topic learned the best indicate the elements that were added to reinforce the reflection aspect of experiential learning, writing reports and reading other literature, were both mentioned frequently. The overall course performance after addition of Kolb’s cycle of learning exceeded the average of both the department and school offerings. Based upon individual student responses, course grades, and in comparison to other courses at Johns Hopkins University, we find that implementing Kolb’s stage of experiential learning were highly successful in student satisfaction and grades (as a metric of comprehension). PubDate: 2022-11-30 DOI: 10.1007/s43683-022-00095-y
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Abstract: Abstract The main purpose of this paper is to share the Mentoring for INnovative Design Solutions (MINDS) Scholars Program developed by Alpha Eta Mu Beta, the International Biomedical Engineering Honor Society. The program’s goals are to (1) introduce biomedical engineering students to an open-ended design experience as part of interuniversity teams with industry and faculty mentors, and (2) develop the ability to create designs considering clinical translatability on teams with different backgrounds and areas of expertise. MINDS uses an experiential learning approach to (1) enrich student curricular experiences through inter-institutional collaboration, (2) build engineering design skills, including three key design considerations for clinical/commercial success: intellectual property protection, regulatory strategy, and market identification; and (3) emphasize the importance of end-user considerations. From 2015 to 2022, MINDS has involved 131 students from 50 universities and 22 faculty and industry mentors. Pre- and post-program surveys show statistically significant improvements in understanding of the design process, regulatory strategy, intellectual property protection, market definition, and key product requirements and features. Students also improved communication and teamwork skills. Many students indicated that MINDS participation made them more likely to choose careers that involve product development and/or entrepreneurship. Students attained a working ability to integrate market needs, regulatory strategy, and intellectual property considerations into the design process. They also further developed soft skills, such as conflict resolution, time management, and effective communication through the challenges of inter-institutional collaboration. Additionally, the program heightened their awareness of how biomedical devices and technologies can benefit society. PubDate: 2022-11-28 DOI: 10.1007/s43683-022-00090-3
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Abstract: Abstract As students gain more experience with design concepts, they should progress from novice to expert design thinkers. The purpose of this research was to identify the constructs of growth in design thinking (DT) over short- (one weekend) and long-term (10 weeks) design challenges. A DT mindset questionnaire was completed by students in a third-year undergraduate biomedical design course at the beginning of the course, after a one-weekend design challenge, and on completion of the course. After the short design challenge, an improvement in 15 of the 19 constructs was observed relative to baseline. Six of these constructs: mindfulness and awareness of the process, embracing risk, abductive thinking, envisioning new things, creative confidence, and optimism to make an impact, were sustained over the course of the semester indicating that a prolonged period of experiential learning can maintain short-term gains in DT. Three of the constructs: holistic views (considering the problem as a whole), diversity, and curiosity showed improvement following the short-term design challenge, then deterioration suggesting that situational circumstances are significant contributors to these constructs of DT. DT generally improves with the opportunity to collaborate, communicate, and design for a specific outcome. However, situational factors including team diversity, instructor expertise, dedicated time for team collaboration, and prior experiences can affect changes in the DT skillset. PubDate: 2022-11-20 DOI: 10.1007/s43683-022-00093-0
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Abstract: Abstract In this study, we have evaluated the real-world conditions, the job outlook and the job satisfaction in the Biomedical Engineering (BME) sector in Greece on the basis of the experience of about 12% of the graduates of the BME Department of the University of West Attica, Greece. An anonymous online questionnaire, implemented on the Microsoft Forms platform using multiple choice questions, short text answers and Likert-based scales, became publicly available to the graduates of the BME department. About 12% of the department’s graduates responded to the survey. Results show that the time to first employment is very fast for both men and women. About 51.4% of men and 69.4% of women find their first job employment in the BME sector even before their graduation. The internship is considered important for first job placement by more than 50.6% of participants. BME jobs are perceived as most interesting (73.6%), in a good environment (71.9%), with satisfactory career prospects (45.9%), with satisfactory monthly net salary (44.2%) and satisfactory working hours (52.8%). Men are mostly employed in Service (40.5%), whereas women are mostly employed in Sales (33.3%). Most graduates with BSc degree are employed in Service (39.1%) and Sales (21.8%), most graduates with MSc degree are employed in Service (34.6%) and Hospitals/Health care centers (21.2%), and most graduates with PhD degree are employed in Academia and R&D (62.5%). Most well-paid participants (>1500 euros net salary) were PhD holders (71.5%), followed by MSc holders (25%) and BSc holders (16.2%). Maximum monthly salaries were found for those with more than 10 years of experience. In terms of BME sector, most well-paid participants (>1500 euros monthly net salary) are those working with R&D (86.7%), Sales (86.7%) and Management (60%). There is a high demand for biomedical engineers in the labor market in Greece, despite the continuing economic recession that the country is suffering from the past 12 years. PubDate: 2022-11-11 DOI: 10.1007/s43683-022-00088-x
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Abstract: Abstract Bioadhesives are an important class of biomaterials for wound healing, hemostasis, and tissue repair. To develop the next generation of bioadhesives, there is a societal need to teach trainees about their design, engineering, and testing. This study designed, implemented, and evaluated a hands-on, inquiry-based learning (IBL) module to teach bioadhesives to undergraduate, master’s, and PhD/postdoctoral trainees. Approximately 30 trainees across three international institutions participated in this IBL bioadhesives module, which was designed to last approximately 3 h. This IBL module was designed to teach trainees about how bioadhesives are used for tissue repair, how to engineer bioadhesives for different biomedical applications, and how to assess the efficacy of bioadhesives. The IBL bioadhesives module resulted in significant learning gains for all cohorts; whereby, trainees scored an average of 45.5% on the pre-test assessment and 69.0% on the post-test assessment. The undergraduate cohort experienced the greatest learning gains of 34.2 points, which was expected since they had the least theoretical and applied knowledge about bioadhesives. Validated pre/post-survey assessments showed that trainees also experienced significant improvements in scientific literacy from completing this module. Similar to the pre/post-test, improvements in scientific literacy were most significant for the undergraduate cohort since they had the least amount of experience with scientific inquiry. Instructors can use this module, as described, to introduce undergraduate, master’s, and PhD/postdoctoral trainees to principles of bioadhesives. PubDate: 2022-11-04 DOI: 10.1007/s43683-022-00087-y
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Abstract: Abstract Commercial escape rooms have grown in popularity as an enjoyable experience that also doubles as an exercise in communication and collaboration. Educators can take advantage of these natural qualities to engage and support students in a low-stress learning environment. The primary goal of this study is to share the development and application of an educational escape room as a tool to provide biomedical engineering (BME) students with an immersive and practical experience. A BME laboratory course-specific escape room was developed and beta-tested on an initial group of BME students. The first set of feedback enabled improvements to the design and difficulty of the escape room, which was followed by the final release of the activity for the intended undergraduate BME course. Across an academic year, 74 participants agreed to provide survey feedback for this study. Despite a moderate escape rate (29%), students reported high satisfaction and enthusiasm for the activity. Student survey responses indicated that participants were engaged and empowered to successfully escape even without external motivators. Responses supported the effectiveness of the escape room as a BME learning environment, allowing students to practice and retain course-related knowledge in a challenging but low-risk activity. The foundational structure of escape rooms offers a beneficial environment for experiential knowledge application. We conclude that educational escape rooms show promise as a pedagogical tool in promoting enhanced knowledge retention through immersive, game-based learning. PubDate: 2022-11-03 DOI: 10.1007/s43683-022-00089-w
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Abstract: Abstract Curriculum initiatives that provide the societal context of engineering practice can contribute to justice, equity, diversity, and inclusion (JEDI) within the profession, as well as within the communities served by engineers. JEDI curriculum can foster diversity and inclusion by acknowledging and addressing social justice issues, providing a safe and inclusive space for students’ voices to be heard, and advancing a productive dialogue within their institution of higher learning. Furthermore, such curriculum initiatives can empower students with the theoretical frameworks, analytical tools, and knowledge base to recognize and address ethical challenges and opportunities related to justice, equity, diversity, and inclusion in their field. This Teaching Tips paper offers a description of a pilot program to incorporate JEDI material within a core bioengineering course modeled on evidence-based curriculum programs to embed ethics within technical courses. The author and collaborators sought to achieve two aims with the JEDI-focused material: (1) for students to learn how justice, equity, diversity, and inclusion intersect with bioengineering practice through an interdisciplinary lens of history, philosophy, sociology and anthropology which provide strong scholarly frameworks and theoretical foundations and (2) for students to participate in and foster an inclusive environment within their own educational institution through effectively communicating about these topics with each other. At the conclusion of the semester, a student survey indicated an overwhelmingly positive reception of the material. This paper will discuss the interdisciplinary curriculum development initiative, how the learning objectives were addressed by the specific lesson plans, and challenges to be addressed to create a sustainable educational model for the program. PubDate: 2022-10-12 DOI: 10.1007/s43683-022-00086-z
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Abstract: Abstract To support recent trends toward the use of patient-specific anatomical models from medical imaging data, we present a learning module for use in the undergraduate BME curriculum that introduces image segmentation, the process of partitioning digital images to isolate specific anatomical features. Five commercially available software packages were evaluated based on their perceived learning curve, ease of use, tools for segmentation and rendering, special tools, and cost: ITK-SNAP, 3D Slicer, OsiriX, Mimics, and Amira. After selecting the package best suited for a stand-alone course module on medical image segmentation, instructional materials were developed that included a general introduction to imaging, a tutorial guiding students through a step-by-step process to extract a skull from a provided stack of CT images, and a culminating assignment where students extract a different body part from clinical imaging data. This module was implemented in three different engineering courses, impacting more than 150 students, and student achievement of learning goals was assessed. ITK-SNAP was identified as the best software package for this application because it is free, easiest to learn, and includes a powerful, semi-automated segmentation tool. After completing the developed module based on ITK-SNAP, all students attained sufficient mastery of the image segmentation process to independently apply the technique to extract a new body part from clinical imaging data. This stand-alone module provides a low-cost, flexible way to bring the clinical and industry trends combining medical image segmentation, CAD, and 3D printing into the undergraduate BME curriculum. PubDate: 2022-09-28 DOI: 10.1007/s43683-022-00085-0
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