Pub Date : 2023-04-24DOI: 10.1007/s43683-023-00111-9
Duncan Davis-Hall, Laura L. Farrelly, Melissa Risteff, Chelsea M. Magin
{"title":"Correction to: Evaluating How Exposure to Scientific Role Models and Work-Based Microbadging Influences STEM Career Mindsets in Underrepresented Groups","authors":"Duncan Davis-Hall, Laura L. Farrelly, Melissa Risteff, Chelsea M. Magin","doi":"10.1007/s43683-023-00111-9","DOIUrl":"https://doi.org/10.1007/s43683-023-00111-9","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80525489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-17DOI: 10.1007/s43683-023-00110-w
Jessica E Herrmann, Susie Spielman, Ross Venook, Paul Yock, Lyn Denend
Recognizing that traditional textbooks on need-driven health technology innovation were increasingly misaligned with the needs of today's undergraduate biomedical engineering students and the faculty who teach them, we initiated an effort to develop new learning materials for this audience. To guide our efforts, we conducted literature searches on best practices in the development of online content and engaging digital learners (primarily Gen-Z). We further held a series of discussions with biomedical engineering students and instructors at universities across the United States. This input led us to the development of a set of modular, online, multimedia learning materials specifically designed for the new generation of undergraduate learners. In this article, we present the key decisions that helped shape the project. We also share the results of feedback surveys and focus groups that shed light on how the materials have been preliminarily received. Finally, we reflect on challenges, opportunities, and lessons from this project that may be helpful to other initiatives focused on the creation of multimedia content for the digital generation.
{"title":"Lessons from Developing Multimedia Learning Materials for the Digital Generation.","authors":"Jessica E Herrmann, Susie Spielman, Ross Venook, Paul Yock, Lyn Denend","doi":"10.1007/s43683-023-00110-w","DOIUrl":"10.1007/s43683-023-00110-w","url":null,"abstract":"<p><p>Recognizing that traditional textbooks on need-driven health technology innovation were increasingly misaligned with the needs of today's undergraduate biomedical engineering students and the faculty who teach them, we initiated an effort to develop new learning materials for this audience. To guide our efforts, we conducted literature searches on best practices in the development of online content and engaging digital learners (primarily Gen-Z). We further held a series of discussions with biomedical engineering students and instructors at universities across the United States. This input led us to the development of a set of modular, online, multimedia learning materials specifically designed for the new generation of undergraduate learners. In this article, we present the key decisions that helped shape the project. We also share the results of feedback surveys and focus groups that shed light on how the materials have been preliminarily received. Finally, we reflect on challenges, opportunities, and lessons from this project that may be helpful to other initiatives focused on the creation of multimedia content for the digital generation.</p>","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10108809/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10076471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-14DOI: 10.1007/s43683-023-00107-5
William H Guilford, Miiri Kotche, Rachael H Schmedlen
Immersion in clinical environments is generally believed to be a valuable experiential learning opportunity for students in biomedical engineering, both at the undergraduate and the graduate level. Immersion is believed to foster an understanding of medical culture, clinical operations, interprofessional collaboration, and oftentimes allows students to either identify unmet clinical needs. The National Institutes of Health supports efforts through grants to incorporate these clinical immersion programs into biomedical engineering curricula, and this has potentially facilitated an expansion of these programs across the United States. Unknown is how common clinical immersion experiences are in biomedical engineering programs, in general how these are organized and executed, and their goals. We conducted a survey of biomedical engineering programs to learn how many programs offer clinical immersion experiences, over what timeframe and in what formats, and what is known about their goals and learning outcomes. We present here the results of that survey which includes 52 clinical immersion courses and programs, 14 of which either are or were previously funded by the NIH. Each of these courses or programs engages, on average, about 27 students per year, but range in size from 2 to 160. The duration of the immersion experience likewise varies greatly from 3 to 400 h. The objectives of these programs are mostly to identify problems, develop engineering solutions to problems, or to learn clinical procedures. Despite the impressive breadth of experiences revealed by this survey, we still know relatively little about their impact on student learning, motivation, identity, or career path. Desired outcomes and assessment strategies must be better aligned with the structure of the clinical immersion experiences themselves if we are to determine if they are effective in meeting those outcomes, including those of professional preparation.
{"title":"A Survey of Clinical Immersion Experiences in Biomedical Engineering.","authors":"William H Guilford, Miiri Kotche, Rachael H Schmedlen","doi":"10.1007/s43683-023-00107-5","DOIUrl":"10.1007/s43683-023-00107-5","url":null,"abstract":"<p><p>Immersion in clinical environments is generally believed to be a valuable experiential learning opportunity for students in biomedical engineering, both at the undergraduate and the graduate level. Immersion is believed to foster an understanding of medical culture, clinical operations, interprofessional collaboration, and oftentimes allows students to either identify unmet clinical needs. The National Institutes of Health supports efforts through grants to incorporate these clinical immersion programs into biomedical engineering curricula, and this has potentially facilitated an expansion of these programs across the United States. Unknown is how common clinical immersion experiences are in biomedical engineering programs, in general how these are organized and executed, and their goals. We conducted a survey of biomedical engineering programs to learn how many programs offer clinical immersion experiences, over what timeframe and in what formats, and what is known about their goals and learning outcomes. We present here the results of that survey which includes 52 clinical immersion courses and programs, 14 of which either are or were previously funded by the NIH. Each of these courses or programs engages, on average, about 27 students per year, but range in size from 2 to 160. The duration of the immersion experience likewise varies greatly from 3 to 400 h. The objectives of these programs are mostly to identify problems, develop engineering solutions to problems, or to learn clinical procedures. Despite the impressive breadth of experiences revealed by this survey, we still know relatively little about their impact on student learning, motivation, identity, or career path. Desired outcomes and assessment strategies must be better aligned with the structure of the clinical immersion experiences themselves if we are to determine if they are effective in meeting those outcomes, including those of professional preparation.</p>","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10104428/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10076469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-10DOI: 10.1007/s43683-023-00105-7
Beth l. Pruitt, N. Chesler, Rena Seltzer, O. Eniola-Adefeso, S. Margulies, M. Campo, Scott I. Simon, M. Grimm, Sarah Mandell, Andrew Alleyne, Jennifer L. West, Tejal A. Desai
{"title":"Insights from an AIMBE Workshop: Diversifying Paths to Academic Leadership","authors":"Beth l. Pruitt, N. Chesler, Rena Seltzer, O. Eniola-Adefeso, S. Margulies, M. Campo, Scott I. Simon, M. Grimm, Sarah Mandell, Andrew Alleyne, Jennifer L. West, Tejal A. Desai","doi":"10.1007/s43683-023-00105-7","DOIUrl":"https://doi.org/10.1007/s43683-023-00105-7","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89051041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.1007/s43683-023-00106-6
Jasmine Naik, Anna Grosberg, Christine King
In this paper, we altered an in-person high school tissue engineering program to create a virtual course. Through this alteration, we aimed to show that online programs can still be engaging and at the same time provide greater accessibility and flexibility to students. This was achieved through utilizing Google classroom as a virtual platform for students to engage with course modules and assessments. After analyzing pre- and post-program survey responses in both the in-person and online offerings of the CardioStart program, it was found that students improved in their understanding of all of the tissue engineering topics that were introduced in the programs. Furthermore, when comparing the results from the in-person versus online offerings of the program, it was found that the level of student understanding and learning of these topics was similar across the in-person and online programs. We were also able to engage five times the number of students online as compared to the in-person program, which was conducted yearly for six summers. However, many students indicated that their experience would have been better if hands-on activities were included to supplement their knowledge of cell culture techniques after completing the course. The online program improved accessibility and scalability of the program compared to in-person workshops. Future work will consist of bridging this virtual course and the hands-on experiments performed during the in-person program to provide interested students access to laboratory experiences.
{"title":"CardioStart Online: A Virtual High School Tissue Engineering Course.","authors":"Jasmine Naik, Anna Grosberg, Christine King","doi":"10.1007/s43683-023-00106-6","DOIUrl":"10.1007/s43683-023-00106-6","url":null,"abstract":"<p><p>In this paper, we altered an in-person high school tissue engineering program to create a virtual course. Through this alteration, we aimed to show that online programs can still be engaging and at the same time provide greater accessibility and flexibility to students. This was achieved through utilizing Google classroom as a virtual platform for students to engage with course modules and assessments. After analyzing pre- and post-program survey responses in both the in-person and online offerings of the CardioStart program, it was found that students improved in their understanding of all of the tissue engineering topics that were introduced in the programs. Furthermore, when comparing the results from the in-person versus online offerings of the program, it was found that the level of student understanding and learning of these topics was similar across the in-person and online programs. We were also able to engage five times the number of students online as compared to the in-person program, which was conducted yearly for six summers. However, many students indicated that their experience would have been better if hands-on activities were included to supplement their knowledge of cell culture techniques after completing the course. The online program improved accessibility and scalability of the program compared to in-person workshops. Future work will consist of bridging this virtual course and the hands-on experiments performed during the in-person program to provide interested students access to laboratory experiences.</p>","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10027270/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9717481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.1007/s43683-023-00104-8
Lacy White, M. Lewis, Maria A Mastronardi, M. Borrego, H. Grady, M. Markey
{"title":"Correction: BMEntored: Enhancing the First-Year Experience in a BME Doctoral Program","authors":"Lacy White, M. Lewis, Maria A Mastronardi, M. Borrego, H. Grady, M. Markey","doi":"10.1007/s43683-023-00104-8","DOIUrl":"https://doi.org/10.1007/s43683-023-00104-8","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82598776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-03DOI: 10.1007/s43683-022-00097-w
Katherine R Moravec, Emily L Lothamer, Amy Hoene, P Mike Wagoner, Daniel J Beckman, Craig J Goergen
Many biomedical engineering degree programs lack substantial immersive clinical experiences for undergraduate students, creating a need for clinical immersion programs that contribute to training objectives that emphasize current clinical needs (Becker in Eur J Eng Educ 31:261-272, 2006; Davis et al. in J Eng Educ 91:211-221, 2002; Dym et al. in J Eng Educ 94:103-120, 2005). Immersive clinical experiences have the potential to bridge the gap between clinical and non-clinical learning objectives in biomedical engineering curriculum. In collaboration with Indiana University Health Methodist Hospital, we have created, executed, and evaluated a two-week cardiovascular clinical immersion program for biomedical engineering undergraduate students at Purdue University. As of August 2022, this program has run 11 times since 2014 with 60 participants to date, exposing students to intensive and non-intensive care environments, facilitating interactions with medical professionals, and encouraging exploration of innovative technologies shaping the training of clinicians with direct patient interaction. The variety of cardiovascular topics discussed and clinical settings observed has provided students with a unique, highly beneficial learning opportunity. Keys to the continued success and growth of similar programs include: recruiting a diverse team, support from administrative staff/clinicians, a funded student intern position, and careful consideration of liability/risk management. Areas of future consideration include, streamlining the order of scheduled events, determining if offering course credit would be beneficial to students, and tracking career trajectories after participations.
许多生物医学工程学位课程缺乏针对本科生的大量沉浸式临床经验,因此需要开设沉浸式临床课程,以实现强调当前临床需求的培训目标(Becker,发表于《欧洲工程教育》(Eur J Eng Educ)31:261-272,2006;Davis 等人,发表于《工程教育》(J Eng Educ)91:211-221,2002;Dym 等人,发表于《工程教育》(J Eng Educ)94:103-120,2005)。身临其境的临床经验有可能弥合生物医学工程课程中临床与非临床学习目标之间的差距。我们与印第安纳大学卫理公会医院合作,在普渡大学为生物医学工程本科生创建、实施并评估了为期两周的心血管临床沉浸式课程。截至 2022 年 8 月,该项目自 2014 年以来已开展 11 次,迄今已有 60 人参加,让学生们接触到重症和非重症护理环境,促进与医疗专业人员的互动,并鼓励探索创新技术,通过与患者的直接互动来塑造临床医生的培训。讨论的心血管主题和观察的临床环境多种多样,为学生提供了一个独特而又受益匪浅的学习机会。类似项目持续成功和发展的关键包括:招募一支多元化的团队、行政人员/临床医生的支持、资助实习生职位以及仔细考虑责任/风险管理。未来需要考虑的领域包括:简化计划活动的顺序,确定提供课程学分是否对学生有益,以及跟踪参与活动后的职业发展轨迹。
{"title":"Clinical Immersion of Undergraduate Biomedical Engineering Students: Best Practices for Short-Term Programs.","authors":"Katherine R Moravec, Emily L Lothamer, Amy Hoene, P Mike Wagoner, Daniel J Beckman, Craig J Goergen","doi":"10.1007/s43683-022-00097-w","DOIUrl":"10.1007/s43683-022-00097-w","url":null,"abstract":"<p><p>Many biomedical engineering degree programs lack substantial immersive clinical experiences for undergraduate students, creating a need for clinical immersion programs that contribute to training objectives that emphasize current clinical needs (Becker in Eur J Eng Educ 31:261-272, 2006; Davis et al. in J Eng Educ 91:211-221, 2002; Dym et al. in J Eng Educ 94:103-120, 2005). Immersive clinical experiences have the potential to bridge the gap between clinical and non-clinical learning objectives in biomedical engineering curriculum. In collaboration with Indiana University Health Methodist Hospital, we have created, executed, and evaluated a two-week cardiovascular clinical immersion program for biomedical engineering undergraduate students at Purdue University. As of August 2022, this program has run 11 times since 2014 with 60 participants to date, exposing students to intensive and non-intensive care environments, facilitating interactions with medical professionals, and encouraging exploration of innovative technologies shaping the training of clinicians with direct patient interaction. The variety of cardiovascular topics discussed and clinical settings observed has provided students with a unique, highly beneficial learning opportunity. Keys to the continued success and growth of similar programs include: recruiting a diverse team, support from administrative staff/clinicians, a funded student intern position, and careful consideration of liability/risk management. Areas of future consideration include, streamlining the order of scheduled events, determining if offering course credit would be beneficial to students, and tracking career trajectories after participations.</p>","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9897606/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9275801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-26DOI: 10.1007/s43683-022-00101-3
Meagan E. Ita, G. Kaletunç, K. Swindle-Reilly
{"title":"Designing a Biomedical Engineering Course to Develop Entrepreneurial Mindset in Students","authors":"Meagan E. Ita, G. Kaletunç, K. Swindle-Reilly","doi":"10.1007/s43683-022-00101-3","DOIUrl":"https://doi.org/10.1007/s43683-022-00101-3","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89773385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-19DOI: 10.1007/s43683-022-00100-4
Anthony Pennes, Keegan L. Mendez, N. Hanumara, E. Roche, Giovanni Traverso, David Custer, Gim. P. Hom
{"title":"A Hands-on Medical Mechatronics Exercise to Pump Up Student Learnings","authors":"Anthony Pennes, Keegan L. Mendez, N. Hanumara, E. Roche, Giovanni Traverso, David Custer, Gim. P. Hom","doi":"10.1007/s43683-022-00100-4","DOIUrl":"https://doi.org/10.1007/s43683-022-00100-4","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81960883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-17DOI: 10.1007/s43683-022-00098-9
Anish Reddy, Jennifer Sieg, Emily Ristevski, Shyam Sunder Polaconda, Jennifer Buck, Rebecca Guenther, Alisa M Jones, Laurene Sweet, Matthew R Williams, Colin K Drummond
The COVID-19 pandemic exacerbated the already increasing challenge of establishing immersive, co-curricular activities for engineering students, particularly for biomedical-related activities. In the current work, we outline a strategy for co-curricular learning that leverages a private-public partnership in which methods for capacity-building have enabled mutually beneficial outcomes for both organizations. A contemporary issue for many non-profits is identifying effective ways to build capacity for consistent service delivery while at the same time embracing the volunteer activities of students; a challenge is that the lifecycle of a university student is often not aligned (much shorter) with the needs of the non-profit. The public-private partnership simultaneously meets the service motivation of students with the needs of the host. This paper includes two case studies that illustrate the implementation of the methods for capacity-building and related outcomes.
{"title":"Co-curricular Immersion as a Public-Private Capacity Building Activity.","authors":"Anish Reddy, Jennifer Sieg, Emily Ristevski, Shyam Sunder Polaconda, Jennifer Buck, Rebecca Guenther, Alisa M Jones, Laurene Sweet, Matthew R Williams, Colin K Drummond","doi":"10.1007/s43683-022-00098-9","DOIUrl":"10.1007/s43683-022-00098-9","url":null,"abstract":"<p><p>The COVID-19 pandemic exacerbated the already increasing challenge of establishing immersive, co-curricular activities for engineering students, particularly for biomedical-related activities. In the current work, we outline a strategy for co-curricular learning that leverages a private-public partnership in which methods for capacity-building have enabled mutually beneficial outcomes for both organizations. A contemporary issue for many non-profits is identifying effective ways to build capacity for consistent service delivery while at the same time embracing the volunteer activities of students; a challenge is that the lifecycle of a university student is often not aligned (much shorter) with the needs of the non-profit. The public-private partnership simultaneously meets the service motivation of students with the needs of the host. This paper includes two case studies that illustrate the implementation of the methods for capacity-building and related outcomes.</p>","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9844937/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9448682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}