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。生物医学工程 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， 以及在团队合作中培训，以解决未来未满足的临床需求。本科生物医学 工程盖石设计课程通常被用作发展这些关键专业技能的“捕获”； 但是，为了建立能力，建议在整个过程中实践这些技能 课程，不仅是最后。我们的目标是开发核心，大二级的医疗设备课程 哪些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。到 实现这一目标，我们将实施创新的教学方法。大二学生将工作 在团队中，每个人都有定义的工程角色。团队将通过三个医疗设备模块进行工作，并且 每个模块将由四个主要阶段组成：需要识别，设计要求，监管和道德规范。 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，重点是定义未满足的需求，制定设计要求并应用 客户的声音； 2）使用计算机辅助设计创建医疗设备的尺寸模型；和 3）向市场上的不同FDA类别的医疗设备解释美国的监管批准要求。我们将 利用特拉华大学生物医学工程系与 几个当地临床站点，以制定现有医疗技术的利益相关者观点的简短视频， 这将使我们能够扩大传统临床沉浸课程的一些好处并带来声音 向学生提供客户。学生将进行“设备解剖”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。学生将测量医疗设备组件并重新创建 工程图，建筑行业价值的计算机辅助设计技能。嵌入到整个过程中 学期是有关高性能团队合作和项目管理的专业水平课程。 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。总体而言，这些方法允许在团队合作之前进行明确的培训 顶峰，可扩展的教学方法和医疗设备设计的早期简介。合并，我们 期望学生提高生物医学工程专业身份，与行业相关的技能， 团队合作能力和医疗设备职业机会的确定，从而增强了保留率和 生物医学工程劳动力的代表。