A distributed and interdisciplinary pipeline for sustainable student-driven innovation

分布式、跨学科的管道，实现学生驱动的可持续创新

基本信息

批准号：
10630396
负责人：
Michael Gordon Browne
金额：
$ 4.17万
依托单位：
UNIVERSITY OF ILLINOIS AT CHICAGO
依托单位国家：
美国
项目类别：
财政年份：
2023
资助国家：
美国
起止时间：
2023-05-01 至 2028-04-30
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10630396
关键词：
Acceleration Address Awareness Biomedical Engineering Businesses Clinical Clinical Skills Collaborations Communication Competence Development Device Designs Device or Instrument Development Discipline Education Educational Curriculum Educational process of instructing Empathy Engineering Ensure Familiarity Fostering Goals Immersion Intellectual Property Medical Medical Students Medicine Modernization Outcome Output Performance Physical Capacity Physicians Process Public Health Publications Readiness Societies Students Surveys Techniques Technology Technology Transfer Training Translating Validation Work clinical effect commercialization comparative design design verification experience health care delivery improved innovation interdisciplinary collaboration interest novel product development programs prototype skills student participation student training success tool undergraduate student verification and validation

项目摘要

Felder et al_R25_2022_Abstract_FINAL Modern engineers need to blend technical competence with global and competitive competence. For biomedical engineers, efforts to support these core competencies is to cultivate the ability to translate and commercialize design and innovation to impact the end-users. To meet this goal, we propose to establish a distributed and interdisciplinary pipeline for sustainable student-driven innovation. This proposal encompasses a comprehensive curriculum across disciplines to drive longitudinal project development and innovation. Our first specific aim is to enhance senior design project preparedness and student competency. This aim is met by thoroughly validating needs with a redesigned interdisciplinary clinical immersion program and by developing a new undergraduate biomedical engineering course to enhance student physical prototyping skills. Needs fully validated by biomedical engineering and Innovation Medicine program medical students with primary clinical experience ensures project development is aligned with the ability to commercialize a product, and enhanced student prototyping skills support realistic development with enhanced fidelity. Together these initiatives enable our second specific aim, which is to leverage interdisciplinary collaboration to enhance medtech device design. This aim is met by revising the undergraduate biomedical engineering senior design capstone to incorporate the same medical students from clinical immersion. Moreover, the senior design class will accept projects based on validated needs from clinical immersion, which enables accelerated pacing and inclusion of both verification and validation in class. Product development from senior design is then transitioned for further development to the same medical students with their own capstone experience. Continuing projects from clinical immersion to senior design and then to medical capstone has substantial benefit including the ability to retain technical development and pursuit of further development that was not otherwise possible (e.g., publication of development, execution of limited studies, pursuit of intellectual property) by one capstone experience alone. Effects of clinical immersion to validate needs and the prototyping class to enhance prototyping competency will be evaluated using surveys and deliverables. Effects of project origin (i.e., clinical immersion or other) and participation in the prototyping class will be evaluated on the ability of teams to effectively collaborate within and outside disciplines, design, verify performance requirements, and validate that design output meets original need. Long-term success of leveraging interdisciplinary collaboration for medtech device design will be evaluated by comparative assessment of medical capstone deliverables based on project origin and participation of the pipeline. This proposed pipeline has the potential to enable significant student-driven innovation. 1

Felder et al_r25_2022_abstract_final 现代工程师需要将技术能力与全球和竞争能力融合在一起。对于生物医学工程师，支持这些核心能力的努力是培养能力翻译和商业化设计和创新以影响最终用户。为了实现这一目标，我们建议为可持续的学生驱动的分布式和跨学科的管道建立创新。该建议涵盖了跨学科的全面课程，以驱动纵向项目开发和创新。我们的第一个具体目标是增强高级设计项目的准备和学生能力。通过彻底验证来实现此目标需要重新设计的跨学科临床沉浸计划，并通过开发新的本科生物医学工程课程，以增强学生的身体原型制作能力。生物医学工程和创新医学计划医疗计划完全验证的需求具有主要临床经验的学生确保项目开发与能力保持一致商业化产品并增强学生的原型制作技能支持现实发展具有增强的忠诚。这些举措共同使我们的第二个特定目标，这是要利用跨学科的合作来增强MedTech设备设计。这个目标通过修改本科生物医学工程高级设计顶点的来满足从临床浸入中纳入同一位医学生。而且，高级设计班级将根据临床沉浸的验证需求接受项目，这使得在课堂中加速起搏和验证和验证。产品然后，从高级设计的开发转变为进一步开发到同一医学具有自己的顶峰经验的学生。从临床沉浸到高级设计，然后到医疗顶峰具有很大的好处，包括保留的能力技术发展和追求进一步发展是不可能的（例如，发表发展，执行有限研究，追求知识产权）山地石体验仅凭。临床浸入验证需求和原型的影响可以使用调查和可交付成果来评估增强原型功能的类别。项目起源的影响（即临床沉浸或其他）和参与原型课程将根据团队在内部和外部有效合作的能力进行评估学科，设计，验证性能要求并验证设计输出符合原始需求。利用跨学科合作的长期成功设备设计将通过对医疗帽可交付成果的比较评估来评估基于项目来源和管道的参与。该提议的管道具有潜力为了实现重要的学生驱动创新。 1