Interprofessional Design and Entrepreneurship in Medical Devices at UC San Diego

加州大学圣地亚哥分校医疗器械的跨专业设计和创业

基本信息

批准号：
10621357
负责人：
Adam J Engler
金额：
$ 2.16万
依托单位：
UNIVERSITY OF CALIFORNIA, SAN DIEGO
依托单位国家：
美国
项目类别：
财政年份：
2018
资助国家：
美国
起止时间：
2018-06-05 至 2024-03-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10621357
关键词：
Academic support Acceleration Accreditation Active Learning Biomedical Engineering Biotechnology Cardiology Clinical Clinical Medicine Collaborations Complement component C5 Course Content Critical Thinking Data Device Designs Device or Instrument Development Education Educational Curriculum Educational Models Elements Enrollment Ensure Entrepreneurship Evaluation Event Exposure to Faculty Funding Goals Health Healthcare Hospitals Immersion Industry Interdisciplinary Education Learning Life Link Measures Medical Device Medical Device Designs Medical Students Medicine Mentors Mentorship Modeling Nursing Faculty Operative Surgical Procedures Ophthalmology Orthopedics Outcome Pediatrics Phase Physiology Population Process Radiology Specialty Regulatory Pathway Reporting Science Series Students Training Translating Work career clinical application clinical center clinical practice clinically relevant cohort commercialization course sequence design empowerment experience innovation instructor interest medical specialties novel product development programs prototype skills success symposium undergraduate student virtual reality game

项目摘要

Project Abstract/Summary Current training models for bioengineering design often do not adequately prepare students for 21st century challenges in the medical device industry as they lack appropriate training team-oriented science, critical thinking skills to identify problems, and immersion in clinical medicine, which is necessary to identify these problems. Responding to PAR 16-108, we at UC San Diego propose to re-envision our Bioengineering senior design curriculum to: (1) provide undergraduate team-based training in medical device design in a co-learning course with medical school students called “BENG192: Inter-professional Design and Entrepreneurship in Medical Devices,” (2) incorporate clinical problem identification into the senior design project conceptualization phase via a “BENG193: Clinical Bioengineering” course, and (3) use these project concepts as the basis for senior design team projects co-mentored by clinical and bioengineering faculty in BENG187 and BENG1XX courses. This 3-pronged approach will empower clinicians to work with student teams from the two didactic courses, whose enrollment we will double to accommodate half of all undergraduate students. Our approach will also expand beyond this coursework to incorporate the vast majority of UC San Diego Bioengineering students in their senior design teams with clinically focused project concepts. We further propose using unique and innovative educational models of team-based training, e.g. virtual reality gaming, to provide portions of this training. We believe that this approach fills a critical training gap for our bioengineering students and will prepare them for the 21st century workforce. Our approach will also fill training gaps for our medical students who have no course options to study medical device design, despite UC San Diego's proximity to a large biotechnology sector. We are confident in the potential of the program given data on student interest and the success of pilot courses and projects that have successfully competed for sustained funding. Outcomes will be measured between student cohorts with and without additional team-based design and immersion coursework as well as against previous cohorts prior to our re-envisioned curricula. Thus we are poised to build upon this success with the following ambitious but achievable aims over 5 years: Aim 1) Develop, implement, and integrate the enrollment of Bioengineering coursework providing clinical immersion and medical device design into Bioengineering senior design, Aim 2) Facilitate the integration of clinical mentors into senior design team mentorship and product development, and Aim 3) Disseminate program materials through interdisciplinary campus events and through regional and national networks. We will accomplish these goals by assembling a team of over 30 clinical mentors from a diverse set of specialties to complement 5 didactic course instructors and bioengineering academic support staff.

项目摘要/摘要当前的生物工程设计培训模型通常无法充分为21世纪的学生做好准备医疗设备行业的挑战，因为他们缺乏适当的培训面向团队的科学，至关重要识别问题和沉浸在临床医学中的思维技巧，这是确定这些问题的必要条件问题。在回应16-108杆套第16-108届时，我们在圣地亚哥分校提议重新审议我们的生物工程高级设计课程至：（1）在共同学习中提供基于本科团队的医疗设备设计培训与医学院的学生一起称为“ Beng192：专业间设计与企业家精神”的课程医疗设备，”（2）将临床问题识别纳入高级设计项目概念化阶段通过“ Beng193：临床生物工程”课程，（3）使用这些项目概念作为基础由Beng187和Beng1xx的临床和生物工程学院共同出庭的高级设计团队项目课程。这种三管齐下的方法将使临床医生能够与两个教义的学生团队合作课程，我们的入学人数将加倍，以容纳所有本科生的一半。我们的方法还将扩展到这项课程之外，以纳入绝大多数加州大学圣地亚哥分校的生物工程他们的高级设计团队的学生具有临床上重点的项目概念。我们进一步建议使用独特以及基于团队培训的创新教育模型，例如虚拟现实游戏，提供部分训练。我们认为，这种方法填补了我们的生物工程学生的关键培训差距为21世纪的劳动力做好准备。我们的方法还将填补医学生的培训空白他们没有学习医疗设备设计的课程选择，圣地亚哥任务的距离生物技术部门。我们对该计划的潜力充满信心，给定有关学生兴趣的数据和成功竞争持续资金的试点课程和项目的成功。结果将是在有或没有其他基于团队的设计和沉浸课程的学生队列之间进行衡量以及在我们重新审议课程之前与以前的队列相反。我们被毒在于这个基础上在5年以下雄心勃勃但可实现的目标方面取得成功：目标1）开发，实施和整合提供临床沉浸和医疗设备设计的生物工程课程的入学进入生物工程高级设计，目标2）促进将临床导师整合到高级设计团队中精明和产品开发，目标3）通过跨学科传播程序材料校园活动以及通过区域和国家网络。我们将通过组装一个由30多个临床导师组成的团队，从一组专业到完成5个教学课程教练和生物工程学术支持人员。