Implementing a challenge-based learning experience in a bioinstrumentation blended course.

BACKGROUND: Bioinstrumentation is essential to biomedical engineering (BME) undergraduate education and professional practice. Several strategies have been suggested to provide BME students with hands-on experiences throughout the curriculum, promoting their preparedness to pursue careers in industry and academia while increasing their learning and engagement. This paper describes the implementation of challenge-based learning (CBL) in an undergraduate bioinstrumentation blended course over the COVID-19 pandemic. METHODS: The CBL experience was implemented in a third-year bioinstrumentation course from the BME program at Tecnologico de Monterrey. Thirty-nine students enrolled in two sections formed fourteen teams that tackled blended learning activities, including online communication, lab experiments, and in-person CBL activities. Regarding the latter, students were challenged to design, prototype, and test a respiratory or cardiac gating device for radiotherapy. An institutional student opinion survey was used to assess the success of our CBL implementation. RESULTS: Student responses to the end-of-term survey showed that they strongly agreed that this course challenged them to learn new concepts and develop new skills. Furthermore, they rated the student-lecturer interaction very positively despite the blended format. Overall, students assessed their learning experience positively. However, implementing this CBL experience required a substantial time increase in planning, student tutoring, and constant communication between lecturers and the industry partner. CONCLUSION: This work provides an effective instance of CBL for BME education to improve students' learning experience despite decreased resource efficiency. Our claim is supported by the student's performance and the positive feedback from our industrial partner.

Hybrid Soft-Rigid Active Prosthetics Laboratory Exercise for Hands-On Biomechanical and Biomedical Engineering Education.

This paper introduces a hands-on laboratory exercise focused on assembling and testing a hybrid soft-rigid active finger prosthetic for biomechanical and biomedical engineering (BME) education. This hands-on laboratory activity focuses on the design of a myoelectric finger prosthesis, integrating mechanical, electrical, sensor (i.e., inertial measurement units (IMUs), electromyography (EMG)), pneumatics, and embedded software concepts. We expose students to a hybrid soft-rigid robotic system, offering a flexible, modifiable lab activity that can be tailored to instructors' needs and curriculum requirements. All necessary files are made available in an open-access format for implementation. Off-the-shelf components are all purchasable through global vendors (e.g., DigiKey Electronics, McMaster-Carr, Amazon), costing approximately USD 100 per kit, largely with reusable elements. We piloted this lab with 40 undergraduate engineering students in a neural and rehabilitation engineering upper year elective course, receiving excellent positive feedback. Rooted in real-world applications, the lab is an engaging pedagogical platform, as students are eager to learn about systems with tangible impacts. Extensions to the lab, such as follow-up clinical (e.g., prosthetist) and/or technical (e.g., user-device interface design) discussion, are a natural means to deepen and promote interdisciplinary hands-on learning experiences. In conclusion, the lab session provides an engaging journey through the lifecycle of the prosthetic finger research and design process, spanning conceptualization and creation to the final assembly and testing phases.

Catalyzing Clinically Driven Undergraduate Design Projects at the Nexus of Engineering, Medicine, and Business.

Design projects, particularly those related to assistive technology, offer unparalleled educational opportunities for undergraduate students to synthesize engineering knowledge with a clinically driven need to produce a product that can improve quality of life. Such projects are most effective when engineering, clinical, and business perspectives are considered throughout. However, the logistics of successfully implementing such interdisciplinary projects can be challenging. This paper presents an auto-ethnography of 12 undergraduate design team projects in assistive technology performed by 87 students from five majors (including engineering, business, and clinical students) over the course of 5 years. The overarching goal of our work was to establish an undergraduate integrated design experience at a university in the absence of a dedicated biomedical engineering major. The focus of this experience was to foster the creation of student-led prototypes to address real-world problems for people with disabilities while keeping commercialization potential at the forefront throughout. Student participation demonstrated a clear enthusiasm for completing biomedical engineering-themed projects. To encourage the implementation of similar approaches at universities where a biomedical engineering major does not exist, we identify common obstacles that can arise and present strategies for mitigating these challenges, as well as effective approaches for catalyzing cross-disciplinary collaborations. High impact practices include close involvement of end-users in the design process; cross-disciplinary team composition (e.g., engineering, business, and health sciences students); and choosing cross-disciplinary leads for project management. Teams experienced a high degree of success with all 12 teams producing functional prototypes. We conclude that at universities that do not offer a biomedical engineering major, health-focused integrated design experiences offer students important interdisciplinary perspectives, including a holistic approach to project implementation. Furthermore, for many students, these projects ultimately served as a gateway to subsequent careers and graduate study in biomedical engineering.

A Review of Kinematic Theories and Practices Compiled for Biomechanics Students and Researchers.

The topic of kinematics is fundamental to engineering and has a significant bearing on clinical evaluations of human movement. For those studying biomechanics, this topic is often overlooked in importance. The degree to which kinematic fundamentals are included in Biomedical engineering (BmE) curriculums is not consistent across programs and often foundational understandings are gained only after reading literature if a research or development project requires that knowledge. The purpose of this paper is to present the important theories and methods of kinematic analysis and synthesis that should be in the "toolbox" of students of biomechanics. Each topic is briefly presented accompanied by an example or two. Deeper learning of each topic is left to the reader, with the help of some sample references to begin that journey.

Bioengineering and medical informatics education in MD programs: perspectives from three Italian experiences.

BACKGROUND: Given the impact of bioengineering and medical informatics technologies in health care, the design and implementation of education programs able to combine medical curricula with a proper teaching on engineering and informatics is now of paramount importance. In Italy, this goal has to fit in with the existing higher education system, which is structured into Bachelor programs and Master programs. Medicine and Surgery programs, instead, are designed as a six-year single-cycle Degree Program in Medicine and Surgery which comprises both class attendance and hospital internship and training. This program allows students to become Medical Doctors (MD). The different organization of this University program makes it not easy to introduce further contents, namely hard science courses, in the educational program. Notwithstanding this, we present here some recent innovative programs aimed at widening MD curriculum by including biomedical engineering and informatics subjects. In particular, we will introduce three of them. Two are joint-degree programs, the first between Humanitas University and Politecnico di Milano (MEDTEC School), and the second between University of Calabria and University Magna Graecia of Catanzaro (Medicina e Chirurgia TD). The Third one is a Professional Master coupled with an MD degree, based on a joint program among Pavia University, Pisa University, the Institute of Advanced studies in Pavia and the Scuola Superiore S. Anna in Pisa (MEET). CONTRIBUTION: The paper provides a description of the fundamental design principles of the three above mentioned programs, and explores some aspects of the teaching modules, highlighting their positive aspects. In particular, we show how the three different programs allow students to enrich their knowledge by studying engineering subjects and innovative methods and technologies, as well as their applications to patient care. CONCLUSIONS: The MEDTEC program is the first degree program at Italian and international scale which integrates medical and engineering subjects. In the following years, other programs were issued in Italy, defining similar education programs to couple a degree in medicine education with bioengineering and medical informatics, among which Medicina e Chirurgia TD and MEET. We believe the experiences described here in this paper represent the possibility of bridging the gap between medical and technological competencies.

The PLH - Purpose Launchpad Health - Meta-Methodology to Explore Problems and Evaluate Solutions for Biomedical Engineering Impact Creation.

Healthcare Innovation ideas originating from biomedical engineering departments are rarely based on a deep understanding of a problem, but are often based on coming up with an engineering solution that does not meet an Unmet Clinical Need, is too complicated, bulky, costly, and does not consider global developments. For an impactful innovation design it is essential however to properly understand the clinical issues, forward project the effect of exponential technologies and other global developments. Health and healthcare are in need of disruptive ideas for preventive, predictive, personalised solutions that engage the individuals to pave the way towards real healthcare. We have adapted a novel meta-methodology for dedicated use with health related applications and have used it validating start-up ideas and also during a semester long lecture/seminar classroom setup with amazing results. Clinical Relevance - This novel health dedicated meta-methodology is dependent on interdisciplinary team and innovation work and heavily relies on a good understanding of the current clinical processes and needs as well as on a future projection of global health delivery developments. The clinical perspective is essential and meaning- and impactful innovation can only be developed validating desirability feasibility and viability which needs clinical- engineering/technical-as well as economic expertise.

Implementation of Health Technology Assessment and Management Course in Undergraduate Program in Biomedical Engineering ITB.

The Undergraduate Program in Biomedical Engineering ITB, Indonesia, introduce the Health Technology Assessment and Management as an elective course in 2021. This course is implemented to support the World Health Assembly that urges the member states to establish national strategies in health technology assessment and management, particularly medical devices. Furthermore, it is designed to give biomedical engineering students a broader insight into their career opportunities. Therefore, this course is delivered by the practitioner and guided by the main lecturer. The course syllabus is developed from the WHO Medical Devices Technical Series and European Network for Health Technology Assessment. It tries to implement HTA Core Model for Rapid Relative Effectiveness Assessments. A questionnaire is used to measure the students' perception of the course implementation. Moreover, it is used to obtain the students' comments and feedback. The course that is delivered by the practitioner not only gives the course content but also the context. After attending the course, students have a broader insight into the career opportunities as biomedical engineers in Indonesia.

Las normas técnicas para la formación en ingeniería biomédica, tecnología y administración en salud / Technical standards for the training in biomedical engineering, health technology and health management

Introducción: Los documentos normativos establecen el estado del arte relacionado con determinado campo del conocimiento. Existe una gran cantidad de normas relacionadas con los servicios de salud y su gestión, cuya aplicación es relevante en este sector. Objetivo: Exponer la importancia de las normas técnicas en la formación de los profesionales en ingeniería biomédica, tecnología y administración en salud. Desarrollo: Diferentes aspectos relacionados con el desempeño y las funciones de los profesionales en ingeniería biomédica, tecnología de la salud y administración en salud están recogidos en normas técnicas internacionales y en otras de carácter nacional, que resultan pertinentes y de gran utilidad para su formación en el nivel de grado y el posgrado. Conclusiones: Las profesiones abordadas requieren emplear los documentos normativos relacionados con sus funciones para contribuir con la calidad de los servicios de salud; de ahí la pertinencia de su incorporación en los planes de estudio de estas carreras(AU)

Introduction: Normative documents establish the state of the art related to a certain field of knowledge. There is a large number of standards related to health services and their management, whose application is relevant in this sector. Objective: To show the importance of technical standards in the training of professionals from the fields of biomedical engineering, health technology and health management. Development: Different aspects related to the performance and functions of professionals from the fields of biomedical engineering, health technology and health management are gathered in international and other national technical standards, relevant and useful for their training at the undergraduate and postgraduate levels. Conclusions: The addressed professions require the use of normative documents related to their functions in order to contribute to the quality of health services, hence the relevance of their incorporation into the curriculums of these major(AU)

[Teaching reform and practice of bioengineering comprehensive experiment based on virtual simulation technology].

Bioengineering majors require students to acquire excellent abilities of thinking and analyzing complex problems and have high requirements for students' comprehensive practical skills. Because of the professional characteristics, it is necessary to develop students' abilities to solve complex problems via the teaching of a series of experiments. Therefore, it is particularly important to reform the traditional experiment teaching for students majoring in bioengineering to improve the teaching quality, which have great significance for the cultivation of comprehensive talents. In this study, with the advantages of geographical location and resources to cultivate application-oriented innovative talents, the course group of Comprehensive Experiment of Bioengineering has designed the course based on virtual simulation technology in Binzhou University. Taking the experiment of extraction and bioactivity analysis of Suaeda salsa (growing in the Yellow River Delta) polysaccharide in fermentation as a case, we studied the course design idea, experimental process, teaching method and result analysis, and have improved the teaching performance. This case analysis provides new ideas and content reference for the teaching reform of similar courses.

A hands-on activity to teach the osmosis phenomenon.

This study proposes a hands-on activity as an experimental alternative method to teach biomedical engineering students the osmosis phenomenon. The students were guided along a learning path that involved their participation in the design and construction of a test device used to measure osmotic flow rate. Thereafter, an experiment was conducted with the test device. The students analyzed the obtained experimental values, which provided them with evidence of the functionality of the device. In addition, they were provided with the opportunity to suggest improvements and to propose alternatives to expand the use of the device to test other transport phenomena such as diffusion. Moreover, a student perception survey was conducted, and the results showed that this proposed plan allows for a better understanding of the phenomenon and stimulates the curiosity of students, improving the receptiveness, key in the learning process of the students.

Teaching reform and practice of bioengineering comprehensive experiment based on virtual simulation technology / 生物工程学报

Bioengineering majors require students to acquire excellent abilities of thinking and analyzing complex problems and have high requirements for students' comprehensive practical skills. Because of the professional characteristics, it is necessary to develop students' abilities to solve complex problems via the teaching of a series of experiments. Therefore, it is particularly important to reform the traditional experiment teaching for students majoring in bioengineering to improve the teaching quality, which have great significance for the cultivation of comprehensive talents. In this study, with the advantages of geographical location and resources to cultivate application-oriented innovative talents, the course group of Comprehensive Experiment of Bioengineering has designed the course based on virtual simulation technology in Binzhou University. Taking the experiment of extraction and bioactivity analysis of Suaeda salsa (growing in the Yellow River Delta) polysaccharide in fermentation as a case, we studied the course design idea, experimental process, teaching method and result analysis, and have improved the teaching performance. This case analysis provides new ideas and content reference for the teaching reform of similar courses.

Perspectives of the Biomedical Engineering Program at UASLP after ten years - analysis and criticism.

The Biomedical Engineering (BME) bachelor pro-gram of the Faculty of Sciences in Universidad Autónoma de San Luis Potosí (UASLP) was created in June of 2010, with the aim of training professionals with an integral perspective in the engineering field by considering a multidisciplinary approach to develop and apply technology in the areas of medicine and biology. After 10 years, our BME program has achieved national recognition. Despite of being an emerging program, this achievement has been obtained by the consolidation of our academic staff, the outstanding participation of our students in national and international academic events, and the historical graduation results. In our comprehensive evaluation, we report an overall terminal efficiency (completion rate) of 67% and a graduation rate of 47.2%, where these values are above the average for an engineering program in our institution. Additionally, the BME program provides students with solid skills and background to carry out research activities, which has resulted in a considerable number of alumni pursuing graduate studies or have already completed one. Our results show that 90% of our former students are working after graduation, but only 44% work in the field of biomedical engineering, since the regional labor market starts to saturate given the fact that, at present, students from six generations have completed our BME bachelor program. In this way, few graduates visualize the wide spectrum of job options where a biomedical engineer can impact, by their distinctive comprehensive and multidisciplinary training. Therefore, it is necessary to propose new curricular design strategies to provide our students with an academic training that allows them to enter a globalized world, where there is an even greater spectrum of engineering possibilities related to the fields of medicine and biology, in line with current trends.

Updating Design Faculty Industry Experience.

Most biomedical engineering students around the country will eventually end up working for a medical device company. For this reason, biomedical engineering capstone design courses should not only provide students with a hands-on design experience, but they should also prepare students for careers in the medical device industry. These courses should be relevant and up to date to reflect current design trends, processes, and practices followed in industry.

Finite Element Analysis as an Iterative Design Tool for Students in an Introductory Biomechanics Course.

Insufficient engineering analysis is a common weakness of student capstone design projects. Efforts made earlier in a curriculum to introduce analysis techniques should improve student confidence in applying these important skills toward design. To address student shortcomings in design, we implemented a new design project assignment for second-year undergraduate biomedical engineering students. The project involves the iterative design of a fracture fixation plate and is part of a broader effort to integrate relevant hands-on projects throughout our curriculum. Students are tasked with (1) using computer-aided design (CAD) software to make design changes to a fixation plate, (2) creating and executing finite element models to assess performance after each change, (3) iterating through three design changes, and (4) performing mechanical testing of the final device to verify model results. Quantitative and qualitative methods were used to assess student knowledge, confidence, and achievement in design. Students exhibited design knowledge gains and cognizance of prior coursework knowledge integration into their designs. Further, student's self-reported confidence gains in approaching design, working with hardware and software, and communicating results. Finally, student self-assessments exceeded instructor assessment of student design reports, indicating that students have significant room for growth as they progress through the curriculum. Beyond the gains observed in design knowledge, confidence, and achievement, the fracture fixation project described here builds student experience with CAD, finite element analysis, three-dimensional printing, mechanical testing, and design communication. These skills contribute to the growing toolbox that students ultimately bring to capstone design.

[From Passive Application to Active Design -Restructuring and Reshaping of Core Specialty Knowledge Systems of Biomedical Engineering (Biomedical Materials Track) Undergraduate Education].

Biomedical engineering (BME) (biomedical materials track) is a typical field of interdisciplinary integration. Its specialty education simultaneously undertakes the duo reformation responsibilities for the new engineering education and the new medical education due to its unique strengths in interdisciplinary nature, comprehensive scope of knowledge, and status of being on the cutting edge of technology. We made an analysis, in this paper, of the opportunities and challenges faced by BME (biomedical materials track) specialty education on the basis of the trends and frontiers of development in biomedical materials in the world. From the perspective of new requirements raised by major national strategies and industrial development for the qualifications and competence of professionals specializing in biomedical materials, thorough reflections were made on the specialized education of BME (biomedical materials track) under the background of the new engineering education and the new medical education. Furthermore, we proposed herein to reconstruct the specialized core knowledge system according to the main line of the reactions and the responses between the biomedical materials and human bodies at different levels and set up a series of courses of biomedical materials science centered on Materiobiology as the core. We also proposed to establish a diversified integrated reform model of the training system incorporating production, learning, research and application for highly competent BME (biomedical materials track) professionals. This paper attempts to contribute to the solution of the major issue of how to train the innovative talents and leaders who will pioneer a new round of diagnosis and treatment technology revolution and the development of the medical device industry.

Crafting the Future-Opportunities for Students by the Reinvigorated IEEE EMBS Student Activities Committee.

"As we look ahead into the next century, leaders will be those who empower others."-Bill Gates.

Hands-on engineering courses in the COVID-19 pandemic: adapting medical device design for remote learning.

The COVID-19 pandemic has challenged the status quo of engineering education, especially in highly interactive, hands-on design classes. Here, we present an example of how we effectively adjusted an intensive hands-on, group project-based engineering course, Medical Device Design & Innovation, to a remote learning curriculum. We first describe the modifications we made. Drawing from student pre and post feedback surveys and our observations, we conclude that our adaptations were overall successful. Our experience may guide educators who are transitioning their engineering design courses to remote learning.

Post-graduation Plans of Undergraduate BME Students: Gender, Self-efficacy, Value, and Identity Beliefs.

This study investigates career intentions and students' engineering attitudes in BME, with a focus on gender differences. Data from n = 716 undergraduate biomedical engineering students at a large public research institution in the United States were analyzed using hierarchical agglomerative cluster analysis. Results revealed five clusters of intended post-graduation plans: Engineering Job and Graduate School, Any Job, Non-Engineering Job and Graduate School, Any Option, and Any Graduate School. Women were evenly distributed across clusters; there was no evidence of gendered career preferences. The main findings in regard to engineering attitudes reveal significant differences by cluster in interest, attainment value, utility value, and professional identity, but not in academic self-efficacy. Yet, within clusters the only gender differences were women's lower engineering academic self-efficacy, interest and professional identity compared to men. Implications and areas of future research are discussed.