Educational Toolkit for Bioengineering Design, Entrepreneurship and Service Learning

生物工程设计、创业和服务学习教育工具包

• 批准号: 10240461
• 负责人: RAJ Raghavendra RAO
• 金额: $ 2.16万
• 依托单位: UNIVERSITY OF ARKANSAS AT FAYETTEVILLE
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-17 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10240461
• 关键词: Address; Bachelor' s Degree; Biology; Biomedical Engineering; Businesses; Clinic; Clinical; Collaborations; Communities; Computer software; Dedications; Development; Economic Development; Education; Educational Curriculum; Educational process of instructing; Engineering; Ensure; Entrepreneurship; Environment; Ethics; Evaluation; Face; Future; Generations; Geography; Goals; Graduate Degree; Health Insurance Portability and Accountability Act; Healthcare; Human; Immersion; Intellectual Property; Knowledge; Learning; Legal patent; Life Experience; Medical; Medicine; Mentors; Mentorship; Modernization; Output; Population; Protocols documentation; Research; Role; School-Age Population; Schools; Science; Series; Social Interaction; Student recruitment; Students; Technical Expertise; Technology; Technology Assessment; Technology Transfer; Training; Translating; Underrepresented Minority; Universities; Value of Life; base; career; career development; commercialization; community engagement; computerized tools; design; effectiveness evaluation; engineering design; experience; faculty support; graduate student; health disparity; healthcare community; high school; innovation; insight; learning engagement; lectures; next generation; novel; peer networks; programs; prototype; recruit; retention rate; service learning; skills; student mentoring; tool

PROJECT SUMMARY Traditional lecture-based approach of teaching is rapidly becoming obsolete in a world where problems are often multifaceted and cross-disciplinary. This is exceptionally true for biomedical engineering education, where graduates are required to comprehend and apply advanced concepts in the fields of engineering, biology, and medicine, while simultaneously being able to understand the importance of commercialization in dissemination of discoveries. In addition, as the worlds of medicine and engineering continuously merge, biomedical engineers will increasingly often find themselves in environments considered “clinical” – where an understanding and insight of human factors, ethics, community engagement, and social interaction will be instrumental. Towards addressing some of these challenges, we propose the development of an Educational Toolkit for Bioengineering Design, Entrepreneurship and Service Learning. This novel educational program will enhance the biomedical engineering education by implementing several additional curricular components. These team-based courses include: 1) A junior-level Clinical Needs Finding clinical immersion course with a Service-Learning dedication. Students observe and identify healthcare gaps and disparities; and innovate projects that are directly relevant to our local healthcare community. 2) A junior-level course in Computational Tools for Biomedical Engineering Design, teaching the essential tools that are required for engineering design and prototyping. 3) A senior-level course in Entrepreneurial Bioengineering, focusing on commercialization, technology transfer, and start-up potential. 4) A 3-semester spanning Service-Learning class in which students mentor local high school pre-engineering design teams focused on biomedical and healthcare topics. If the goals of this program are met, students will gain valuable understanding about the role of a biomedical engineer in a clinical setting, build a network of peer and program faculty support, and develop a deeper understanding of the career opportunities in science and medicine. They will possess an understanding about design and commercialization in an engineering context, but are sensitive to aspects beyond science, such as health disparities and ethical challenges. Furthermore, by emphasizing the community engagement aspect in the two novel Service-Learning courses, we are encouraging the students to be the best possible stewards of their education, in growing to serve the communities around them, and inspiring the younger generation of engineers.

项目摘要 在这个世界中，基于传统的教学教学方法正在迅速变得过时 问题通常是多方面和跨学科的。对于生物医学而言，这是非常正确的 工程教育，需要毕业生来理解和应用高级概念 工程，生物学和医学领域，同时能够理解 商业化在传播发现中的重要性。另外，作为医学世界 工程师不断合并，生物医学工程师会增加，通常会发现自己 环境被认为是“临床” - 对人为因素，伦理学的理解和见解 社区参与和社交互动将具有重要作用。要解决其中一些 挑战，我们建议开发用于生物工程设计的教育工具包， 企业家精神和服务学习。这个新颖的教育计划将增强生物医学 通过实施其他几个现代组成部分来工程教育。这些基于团队的 课程包括： 1）初级临床需求通过服务学习找到临床沉浸式课程 奉献。学生观察并确定医疗保健差距和差异；和创新 与我们当地的医疗保健社区直接相关的项目。 2）生物医学工程设计计算工具的初级课程，教学 工程设计和原型制作所需的基本工具。 3）创业生物工程的高级课程，重点是商业化， 技术转移和启动潜力。 4）一个三个学期的服务学习课程，学生的精神本地高中 研究前设计团队专注于生物医学和医疗保健主题。 如果实现了该计划的目标，学生将对某人的作用有宝贵的了解 在临床环境中的生物医学工程师，建立同伴和计划教师的网络，并发展 对科学和医学的职业机会有更深入的了解。他们将拥有一个 在工程环境中了解设计和商业化，但对方面很敏感 除科​​学之外，例如健康差异和道德挑战。此外，通过强调 社区参与方面在两个新颖的服务学习课程中，我们鼓励 学生成为他们教育中最好的管家，以为周围的社区提供服务 他们，并启发了年轻的工程师。