Simulating Workforce Design Teams in Biomedical Engineering Education

模拟生物医学工程教育中的劳动力设计团队

• 批准号: 10630345
• 负责人: Sarah Ilkhanipour Rooney
• 金额: $ 2.16万
• 依托单位: UNIVERSITY OF DELAWARE
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2026-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10630345
• 关键词: Accounting; Bachelor' s Degree; Biomedical Engineering; Businesses; Career Choice; Classification; Clinical; Competence; Computer-Aided Design; Delaware; Development; Device or Instrument Development; Devices; Dimensions; Dissection; Education; Educational Curriculum; Engineering; Ethics; Focus Groups; Future; Goals; Growth; Immersion; Industry; Instruction; Intervention; Interview; Knowledge; Learning; Learning Module; Maps; Marketing; Measures; Medical Device; Medical Device Designs; Medical Technology; Methods; Modeling; Needs Assessment; Occupations; Outcome; Performance; Phase; Population; Process; Recommendation; Records; Regulatory Affairs; Regulatory Pathway; Role; Specialist; Specific qualifier value; Students; Surveys; Systems Development; Technical Expertise; Technology; Time; Training; Translating; Underrepresented Populations; United States; Universities; Voice; Woman; Work; broadening participation research; career; career preparation; clinical research site; college; computer generated; design; engineering design; experience; innovation; men; new product development; novel; professional students; programs; scale up; skills; stakeholder perspectives; statistics; success; undergraduate student

PROJECT SUMMARY Engineering education must prepare trainees to meet the nation's workforce demands. Biomedical engineering students require early, practical experience to develop the technical skills, knowledge of regulatory pathways, and training in teamwork necessary to solve future unmet clinical needs. The undergraduate biomedical engineering capstone design course is often used as a “catchall” to develop these critical professional skills; however, in order to build competency, it is recommended that these skills be practiced throughout the curriculum, not just at the end. Our goal is to develop a core, sophomore-level, medical devices course in which students simulate the engineering teams found in industry in order to build workplace-ready skills. To accomplish this goal, we will implement innovative instructional methods. Sophomore-level students will work in teams, each with a defined engineering role. Teams will work through three medical device modules, and each module will consist of four main phases: needs identification, design requirements, regulatory, and ethics. Student teams will 1) evaluate how the engineering design process applies to the development of medical devices, with an emphasis on defining the unmet need, developing design requirements, and applying the voice of the customer; 2) create dimensioned models of medical devices by using computer-aided design; and 3) explain U.S. regulatory approval requirements to market different FDA classes of medical devices. We will leverage existing partnerships between the University of Delaware Biomedical Engineering Department and several local clinical sites to develop short videos of stakeholder perspectives of existing medical technologies, which will allow us to scale up some of the benefits of traditional clinical immersion courses and bring the voice of the customer to the students. Students will perform “device dissections” to take apart existing technology and learn how the medical devices work, benefiting from a hands-on experience that develops their engineering professional identities. Students will measure medical device components and recreate engineering drawings, building industry-valued computer-aided design skills. Embedded throughout the semester are professional proficiency lessons on high-performance teamwork and project management. Through this process, students will evaluate the broader context of medical devices, including regulatory, business, and ethical considerations. Overall, these approaches allow for explicit training in teamwork prior to capstone, scalable instructional methods, and early introduction to medical device design. Combined, we expect students to have increased biomedical engineering professional identity, industry-relevant skills, teamwork abilities, and identification of medical device career opportunities, leading to enhanced retention and representation in the biomedical engineering workforce.

项目摘要 工程教育必须准备学员，以满足国家的劳动力需求 学生需要早期实用的经验来发展技术技能，监管途径的知识， 和团队合作的培训，以解决未来的临床需求 工程盖石设计设计课程通常被用作发展关键专业技能的“接管人”。 霍弗（Howver），为了建立能力，建议您实践技能 课程，不仅是我们的目标。 学生模拟了在行业中发现的工程团队，以建立适合工作场所的技能 实现这一目标，我们将出现创新的指导方法。 在团队中，每个团队都有定义的工程角色。 每个模块将由四个主要阶段组成：需要识别，设计需求，调节器和道德规范。 学生团队将1）评估工程设计过程如何应用于医疗的开发 设备，强调与与众不同的设备，而苹果 客户的声音； 2）使用计算机单位设计来创建医疗设备的尺寸模式； 3）解释美国监管批准必需条件备案必备要求必备要求必需品必要必要必要必要必要必要必要必要必要必要必要 利用特拉华大学生物医学工程系与 几个当地临床站点，以开发有关现有医疗技术的利益相关者观点的简短视频， 柳树释放了我们扩大传统课程课程的一些好处并带来声音 学生的客户将执行“设备拆解”以拆开现有技术 并了解医疗设备的运作方式，从发展他们的动手体验中受益 工程专业身份将测量医疗设备组件 工程图，建筑行业价值的计算机辅助设计技能。 学期是有关高性能团队合作和项目管理的专业学术课程。 通过此过程，学生将评估包括法规，包括监管的医疗设备的更广泛背景 业务和道德考虑。 顶峰，可扩展的指导方法和医疗设备设计的早期简介。 期望学生提高生物医学工程专业身份，与行业相关的技能， 团队合作能力，并确定医疗设备职业职业机会，从而增强了保留和 代表生物医学工程劳动力。