0
Research Papers

Improving Biomedical Engineering Education Through Continuity in Adaptive, Experiential, and Interdisciplinary Learning Environments

[+] Author and Article Information
Anita Singh

Biomedical Engineering,
School of Engineering,
Widener University,
Chester, PA 19013
e-mail: asingh2@widener.edu

Dawn Ferry, Susan Mills

School of Nursing,
Widener University,
Chester, PA 19013

1Corresponding author.

Manuscript received April 4, 2018; final manuscript received May 17, 2018; published online June 7, 2018. Assoc. Editor: Kristen Billiar.

J Biomech Eng 140(8), 081009 (Jun 07, 2018) (8 pages) Paper No: BIO-18-1165; doi: 10.1115/1.4040359 History: Received April 04, 2018; Revised May 17, 2018

This study reports our experience of developing a series of biomedical engineering (BME) courses having active and experiential learning components in an interdisciplinary learning environment. In the first course, BME465: biomechanics, students were immersed in a simulation laboratory setting involving mannequins that are currently used for teaching in the School of Nursing. Each team identified possible technological challenges directly related to the biomechanics of the mannequin and presented an improvement overcoming the challenge. This approach of exposing engineering students to a problem in a clinical learning environment enhanced the adaptive and experiential learning capabilities of the course. In the following semester, through BME448: medical devices, engineering students were partnered with nursing students and exposed to simulation scenarios and real-world clinical settings. They were required to identify three unmet needs in the real-world clinical settings and propose a viable engineering solution. This approach helped BME students to understand and employ real-world applications of engineering principles in problem solving while being exposed to an interdisciplinary collaborative environment. A final step was for engineering students to execute their proposed solution from either BME465 or BME448 courses by undertaking it as their capstone senior design project (ENGR401-402). Overall, the inclusion of clinical immersions in interdisciplinary teams in a series of courses not only allowed the integration of active and experiential learning in continuity but also offered engineers more practice of their profession, adaptive expertise, and an understanding of roles and expertise of other professionals involved in enhancement of healthcare and patient safety.

FIGURES IN THIS ARTICLE
<>
Copyright © 2018 by ASME
Your Session has timed out. Please sign back in to continue.

References

Yazdi, Y. , and Prev, A. , 2013, “ Developing Innovative Clinicians and Biomedical Engineers: A Case Study,” Am. J. Prev. Med., 44(Suppl 1), pp. S48–S50. [CrossRef] [PubMed]
Newstetter, W. C. , Behravesh, E. , Nersessian, N. J. , and Fasse, B. B. , 2010, “ Design Principles for Problem-Driven Learning Laboratories in Biomedical Engineering Education,” Ann. Biomed. Eng., 38(10), pp. 3257–3267. [CrossRef] [PubMed]
Hastings, D. , 2004, “ The Future of Engineering Systems: Development of Engineering Leaders,” MIT Engineering System Division, Cambridge, MA, Engineering Systems Monograph, pp. 29–31.
Todd, R. H. , and Magleby, S. P. , 2004, “ Evaluation and Rewards for Faculty Involved in Engineering Design Education,” Int. J. Eng. Educ., 20(3), pp. 333–340. https://www.ijee.ie/articles/Vol20-3/IJEE2499.pdf
Dym, C. , Agogino, A. , Eris, O. , Frey, D. , and Leifer, L. , 2005, “ Engineering Design Thinking, Teaching, and Learning,” J. Eng. Educ., 94(1), pp. 103–120. [CrossRef]
Harris, T. R. , and Brophy, S. P. , 2005, “ Challenge-Based Instruction in Biomedical Engineering: A Scalable Method to Increase the Efficiency and Effectiveness of Teaching and Learning in Biomedical Engineering,” Med. Eng. Phys., 27(7), pp. 617–624. [CrossRef] [PubMed]
Garceau, L. R. , Ebben, W. P. , and Knudson, D. V. , 2012, “ Teaching Practices of the Undergraduate Introductory Biomechanics Faculty: A North American Survey,” Sport Biomech., 11(6), pp. 542–558. [CrossRef]
King, A. E. , Conrad, M. , and Ahmed, R. A. , 2013, “ Improving Collaboration Among Medical, Nursing and Respiratory Therapy Students Through Interprofessional Simulation,” J. Interprof. Care., 27(3), pp. 269–271. [CrossRef] [PubMed]
Clark, P. G. , 2006, “ What Should a Theory of Interprofessional Education Look like? Some Suggestions for Developing a Theoretical Framework for Teamwork Training,” J. Interprof. Care, 20(6), pp. 577–589. [CrossRef] [PubMed]
D'Eon, M. , 2005, “ A Blueprint for Interprofessional Learning,” J. Interprof. Care, 19(Suppl. 1), pp. 49–59. [CrossRef] [PubMed]
Armstrong, M. , Bull, G. , and Biaglow, A. , 2016, “ Assessment of Student Ability to Identify Engineering Problems,” ASEE Mid-Atlantic Section Conference.
Vijayalakshmi, M. , Desai, P. , and Joshi, G. , 2003, “ Outcome Based Education Performance Evaluation of Capstone Project Using Assessment Rubrics and Matrix,” IEEE International Conference in MOOC, Innovation and Technology in Education (MITE), Jaipur, India, Dec. 20–22, pp. 6–10.
Sobek , D., II. , and Jain, V. , 2004, “ The Engineering Problem-Solving Process: Good for Students?,” American Society for Engineering Education Annual Conference & Exposition, Salt Lake City, UT. http://www.montana.edu/dsobek/career/documents/ASEE04_1331.pdf
Singh, A. , 2017, “ A New Approach to Teaching Biomechanics Through Active, Adaptive, and Experiential Learning,” ASME J. Biomech. Eng., 139(7), p. 071001.
Zenios, S. , Makower, J. , and Yock, P. , 2010, Biodesign, Cambridge University Press, Cambridge, UK.
Albanese, M. A. , and Mitchell, S. , 1993, “ Problem-Based Learning: A Review of Literature on Its Outcomes and Implementation Issues,” Acad. Med., 68(1), pp. 52–81. [CrossRef] [PubMed]
Bransford, J. , Brown, A. , and Cocking, R. , 2000, How People Learn: MindBrain, Experience, and School, National Academy Press, Washington, DC, p. 319.
Hatano, G. , and Inagaki, K. , 1986, “ Two Courses of Expertise,” Child Development and Education in Japan, W. H. Freeman & Co, New York, pp. 262–272.
Lesgold, A. M. , Rubinson, H. , Feltovich, P. , Glaser, R. , Klopfer, D. , and Wang, Y. , 1988, “ Expertise in a Complex Skill: Diagnosing X-Ray Pictures,” The Nature of Expertise, Erlbaum, NJ, pp. 311–342.
Raufaste, E. , Eyrolle, H. , and Marine, C. , 1998, “ Pertinence Generation in Radiological Diagnosis: Spreading Activation and the Nature of Expertise,” Cognit. Sci., 22(4), pp. 517–548. [CrossRef]
Roselli, R. J. , and Brophy, S. P. , 2003, “ Redesigning a Biomechanics Course Using Challenge-Based Instruction,” IEEE Eng. Med. Biol. Mag., 22(4), pp. 66–70. [CrossRef] [PubMed]
Felder, R. M. , and Brent, R. , 1996, “ Navigating the Bumpy Road to Student-Centered Instruction,” Coll. Teach., 44(2), pp. 43–47. [CrossRef]
de Jong, T. , 2006, “ Computer Simulations: Technological Advances in Inquiry Learning,” Science, 312(5773), pp. 532–533. [CrossRef] [PubMed]
Martin, T. , Petrosino, A. J. , Rivale, S. R. , and Diller, K. R. , 2006, “ The Development of Adaptive Expertise in Biotransport,” New Dir. Teach. Learn., 108, pp. 35–47.
Hean, S. , Craddock, D. , and O'Halloran, C. , 2009, “ Learning Theories and Interprofessional Education: A User's Guide,” Learn. Health Social Care, 25(4), pp. 250–262. [CrossRef]
Kadlowec, J. , Merrill, T. , Hirsh, R. , and Sood, S. , 2015, “ Work-in-Progress: Clinical Immersion and Team-Based Engineering Design,” ASEE Annual Conference, Seattle, WA.
Howe, S. , 2010, “ Where Are We Now? Statistics on Capstone Courses Nationwide,” Adv. Eng. Educ., 2(1), pp. 1–27.

Figures

Grahic Jump Location
Fig. 1

Series of courses (BME465: Biomechanics, BME448: Medical Devices, ENGR401-402: Senior Design Capstone Courses) in the BME Curriculum with adaptive and experiential learning environment in an interdisciplinary setting

Grahic Jump Location
Fig. 2

Students immersed in simulation scenarios: left, engineering and nursing student teams working together to diagnose the problem in a simulated setting; right, team observing from outside to provide student feedback during debriefing

Grahic Jump Location
Fig. 3

ENGR401-402 senior design project related to an unmet need in a surgical retractor set identified during BME448 course: (a) CAD renderings of the design, (b) stress analysis using FEA, and (c) force analysis for retractor heads

Tables

Errata

Discussions

Some tools below are only available to our subscribers or users with an online account.

Related Content

Customize your page view by dragging and repositioning the boxes below.

Related Journal Articles
Related eBook Content
Topic Collections

Sorry! You do not have access to this content. For assistance or to subscribe, please contact us:

  • TELEPHONE: 1-800-843-2763 (Toll-free in the USA)
  • EMAIL: asmedigitalcollection@asme.org
Sign In