Transforming Senior Design through Inter-Professional Team Experiences

通过跨专业团队经验转变高级设计

• 批准号: 10468256
• 负责人: Colin Kincaid Drummond
• 金额: $ 4.32万
• 依托单位: CASE WESTERN RESERVE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10468256
• 关键词: Adopted; Biomedical Engineering; Case Study; Clinical; Communication; Competence; Complement; Development; Direct Costs; Discipline; Educational Curriculum; Educational workshop; Engineering; Environment; Ethics; Facilities and Administrative Costs; Faculty; Fostering; Foundations; Hour; Industrialization; Institution; Instruction; Journals; Knowledge; Learning; Legal; Mentors; Modeling; Nature; Outcome; Participant; Population Scientist Supplement (R25); Process; Professional Practice; Publishing; Regulatory Affairs; Research; Science; Series; Standardization; Stress; Students; Testing; Thinking; Training; Translating; United States National Institutes of Health; Universities; Work; base; career; college; commercialization; court; design; educational atmosphere; experience; falls; forging; hands-on learning; informal learning; legal cases; pedagogy; programs; skill acquisition; skills; stem; success; teacher; undergraduate student

Project Summary Engineering pedagogy centered narrowly on technical competence alone has well-known limitations; this is particularly profound in the intrinsically interdisciplinary field of biomedical engineering. Over the past two decades, the emphasis on redesigned curricula and practice-oriented activity have fostered successful team based activity in and around the classroom, reflecting the changing paradigm of design for today's “new economy” biomedical engineer. The dialectic nature of the Senior Design Capstone Experience is central to forging students into engineers through a transformative leap in critical and applied thinking, but the approach is often “too much, too late.” Entrenched academic traditions of “jam-packed” technical curricula are not aligned with today's professional practice. The Case Western Reserve University (CWRU) approach to this challenging educational task involves four research aims, two of which leverage the outcomes of a prior NIH R25 award: Aim 1 is to enable and promote interactive and hands-on learning; new research will include the development of an extra- curricular training workshop to help boost skills, the establishment of a managed, stocked, lab space, and the introduction of a “moot court” series for interactive learning about legal cases, encouraging informal learning through experimentation. Aim 2 provides an inter-professional team environment. Translating biomedical engineering knowledge into practice involves not only an understanding of a highly interdisciplinary science, but also draws on an inter-professional team environment. We will expand our prior success with the involvement of external clinical and industrial design stakeholders through the inclusion of commercialization experts and mentors for legal and regulatory affairs. Aim 3 centers on the development of non-technical skills. We propose to further enhance our already strong emphasis on non-technical skill development by employing a competitive proposal process for selecting projects as well as expanding the course in the fall from 2 to 3 hours per week. This expansion will allow for more small-group discussions with their TA (project manager) as well as explore a greater range of ethical and liability case studies in a recitation format. Aim 4 establishes concrete outcomes to disseminate the results of the training. Commensurate with the idea that engineers do not work in isolation, as part of this work, we will develop a series of standardized case studies to share with other institutions. With these aims we seek to build upon the foundation of our current success in transforming student into engineers and further enrich the Senior Design capstone experience not only for the curriculum at our institution, but the capabilities of Biomedical Engineers across the field as well.

项目摘要 仅仅以技术能力为中心的工程教学法都有众所周知的局限性； 这在生物医学工程的内在跨学科领域尤其深刻。超过 在过去的二十年 在课堂上及其周围培养了成功的团队活动，反映了不断变化的范式 当今“新经济”生物医学工程师的设计。高级设计的辩证法 Capstone体验是通过变革性的飞跃忘记学生进入工程师的核心 批判性和应用思维，但是这种方法通常“太多，为时已晚”。根深蒂固的学术 “挤满”技术课程的传统与当今的专业实践不符。 Case Western Reserve University（CWRU）应对这项挑战教育任务涉及四个 研究目的，其中两个利用了先前的NIH R25奖的结果：AIM 1是启用和 促进互动和动手学习；新的研究将包括开发 课程培训研讨会以帮助提高技能，建立管理，库存，实验室空间， 并引入了一个“模拟法院”系列，用于有关法律案件的互动学习，鼓励 通过实验进行非正式学习。 AIM 2提供了专业的团队环境。 将生物医学工程知识转化为实践，不仅涉及对 高度跨学科的科学，但也借鉴了专业团队的环境。我们将 通过外部临床和工业设计利益相关者参与扩大我们先前的成功 通过包括商业化专家和法律和监管事务的导师。 目标是发展非技术技能的3个中心。我们建议进一步增强我们的已经 通过采用竞争性建议程序来强烈强调非技术技能的发展 选择项目并在秋季将课程从每周2个小时扩展到3个小时。这 扩展将允许与他们的TA（项目经理）进行更多小组讨论 以朗诵格式探索更大范围的道德和责任案例研究。 AIM 4建立 具体结果以传播培训结果。与这样的想法相称 工程师不孤立地工作，作为这项工作的一部分，我们将开发一系列标准化案例 与其他机构共享的研究。以这些目标，我们试图以我们的基础为基础 当前的成功将学生转变为工程师并进一步丰富了高级设计顶峰 不仅为我们机构的课程体验，而且还可以体验生物医学工程师的能力 在整个场地上也是如此。