Pub Date : 2023-06-22DOI: 10.1007/s43683-023-00117-3
Megan Levis, C. Hyland, J. Zartman
{"title":"Engineering Distance Learning: The Promise and Challenges of Microfluidics","authors":"Megan Levis, C. Hyland, J. Zartman","doi":"10.1007/s43683-023-00117-3","DOIUrl":"https://doi.org/10.1007/s43683-023-00117-3","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"87 1","pages":"267 - 278"},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81011582","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 : 2023-06-22DOI: 10.1007/s43683-023-00118-2
Ga-Young Kelly Suh, S. Ahrar
{"title":"Structured Modules to Promote Students’ Readiness for Capstone Projects","authors":"Ga-Young Kelly Suh, S. Ahrar","doi":"10.1007/s43683-023-00118-2","DOIUrl":"https://doi.org/10.1007/s43683-023-00118-2","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"593 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77831541","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 : 2023-06-15DOI: 10.1007/s43683-023-00116-4
S. Bansal, A. Kyle, A. Brightman, J. Amos
{"title":"Approaches to Address New ABET Diversity, Equity, and Inclusion Criteria in Biomedical Engineering Curricula","authors":"S. Bansal, A. Kyle, A. Brightman, J. Amos","doi":"10.1007/s43683-023-00116-4","DOIUrl":"https://doi.org/10.1007/s43683-023-00116-4","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"112 1","pages":"331-344"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78958151","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 : 2023-06-12DOI: 10.1007/s43683-023-00114-6
Aida Lopez Ruiz, P. Shekhar, A. Huang-Saad, Jacqueline Handley
{"title":"Examining Entrepreneurship Education Program Experiences of Women Faculty Engaged in Biomedical Research","authors":"Aida Lopez Ruiz, P. Shekhar, A. Huang-Saad, Jacqueline Handley","doi":"10.1007/s43683-023-00114-6","DOIUrl":"https://doi.org/10.1007/s43683-023-00114-6","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"27 1","pages":"279 - 290"},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90882705","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 : 2023-06-12DOI: 10.1007/s43683-023-00115-5
Sabriya A. Stukes, Eliot Bethke, Michael J. O’Donnell, J. Amos
{"title":"Biomedical Specialized Masters Programs: What are They and How do They Meet the Needs of Employers?","authors":"Sabriya A. Stukes, Eliot Bethke, Michael J. O’Donnell, J. Amos","doi":"10.1007/s43683-023-00115-5","DOIUrl":"https://doi.org/10.1007/s43683-023-00115-5","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"40 1","pages":"291 - 301"},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73605702","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 : 2023-04-24DOI: 10.1007/s43683-023-00108-4
Sara Schley, Mel Chua, Joseph Le Doux, Veronica van Montfrans, Todd Fernandez
{"title":"Incorporating Human Body Variance in an Analytically Focused Undergraduate Biomechanics Course","authors":"Sara Schley, Mel Chua, Joseph Le Doux, Veronica van Montfrans, Todd Fernandez","doi":"10.1007/s43683-023-00108-4","DOIUrl":"https://doi.org/10.1007/s43683-023-00108-4","url":null,"abstract":"","PeriodicalId":72385,"journal":{"name":"Biomedical engineering education","volume":"279 1","pages":"345-351"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74955205","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 : 2023-04-24DOI: 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":"6 1","pages":"361"},"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":" ","pages":"1-6"},"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":" ","pages":"1-10"},"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":"17 1","pages":"1-14"},"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}
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