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 等人_R25_2022_Abstract_FINAL 现代工程师需要将技术能力与全球竞争能力相结合。对于生物医学工程师来说，支持这些核心能力的努力就是培养以下能力：将设计和创新转化并商业化，以影响最终用户。为了实现这个目标，我们建议建立一个分布式和跨学科的管道，以实现可持续的学生驱动创新。该提案包含跨学科的综合课程，以推动纵向项目开发和创新。我们的第一个具体目标是提高高级设计项目准备和学生能力。这一目标是通过彻底验证来实现的重新设计的跨学科临床浸入式项目并开发新的需求本科生生物医学工程课程旨在提高学生的物理原型制作技能。需要经过生物医学工程和创新医学计划医疗的充分验证具有主要临床经验的学生确保项目开发与能力相一致将产品商业化，并增强学生的原型制作技能支持现实以增强的保真度进行开发。这些举措共同实现了我们的第二个具体目标，这是利用跨学科合作来增强医疗技术设备的设计。这个目标通过将本科生生物医学工程高级设计顶点修改为纳入来自临床沉浸的相同医学生。而且，资深的设计课程将接受基于临床沉浸验证需求的项目，这使得加快节奏并在课堂上纳入验证和确认。产品然后从高级设计的开发过渡到进一步开发到相同的医疗具有自己的顶点经验的学生。从临床沉浸到持续项目高级设计然后到医疗顶石具有实质性的好处，包括保留的能力技术开发和追求其他方式不可能实现的进一步发展（例如，开发成果的发表、有限研究的执行、知识产权的追求）由一位单独的顶点经验。临床沉浸对验证需求和原型设计的影响将使用调查和可交付成果来评估旨在提高原型设计能力的课程。项目起源（即临床沉浸或其他）和参与原型设计的影响班级将根据团队内部和外部有效协作的能力进行评估学科，设计，验证性能要求，并验证设计输出满足原来的需要。利用跨学科合作促进医疗技术取得长期成功设备设计将通过医疗顶点交付成果的比较评估来评估基于项目起源和管道参与。这条拟议的管道有潜力实现学生驱动的重大创新。 1