Clinical Immersion and Team-Based Design: Into a Third Year

Innovations are needed in the healthcare system to enhance patient care and health, while reducing costs. Educating quality bioengineers trained to identify and solve healthcare problems will prepare them to develop solutions. Improving team-based design experiences driven by new projects drawn from...

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Bibliographic Details
Published inAssociation for Engineering Education - Engineering Library Division Papers
Main Authors Kadlowec, Jennifer, Merrill, Tom, Sood, Sameer, Jane Greene Ryan, Attaluri, Anilchandra, Hirsh, Robert Alan
Format Conference Proceeding
LanguageEnglish
Published Atlanta American Society for Engineering Education-ASEE 24.06.2017
Subjects
Commercialization
Costs
Feedback
Health care
Medical devices
Medical electronics
Specifications
Submerging
Teachers
Training
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Summary:Innovations are needed in the healthcare system to enhance patient care and health, while reducing costs. Educating quality bioengineers trained to identify and solve healthcare problems will prepare them to develop solutions. Improving team-based design experiences driven by new projects drawn from unmet clinical needs is a strategy to train engineers while simultaneously addressing healthcare problems. Practical aspects of eventual commercialization and healthcare intricacies are also a necessary part of student training to meet health, medical device, and patient needs while also controlling costs. Thus, to improve student learning and design capabilities, a training process occurred through a program funded by the National Institute of Health and supplemented with VentureWell funds, of which a third year is completed. A summer experience was developed for Summer Scholars that consisted of an overview of the Stanford Biodesign Process, physiology basics, clinical immersion, informatics, intellectual property basics, regulatory basics, business perspectives, and development of best practices. Deliverables included need statements, specifications, and projects development plans. The process is then to carryout capstone projects to be designed and developed, which were discovered through the needs finding and needs specification process during the summer. This paper will provide an overview of the summer experience; survey data and feedback from Summer Scholars; the evolution of the summer experience based on feedback from the Summer Scholars and instructors; discussion of needs, needs statements and capstone projects as outcomes of the summer experience and next steps.