Clinical Immersion for Biomedical Engineers: Pivoting to a Virtual Format

Brennan-Pierce, Ellen P.; Stanton, Susan G.; Dunn, Julie

doi:10.1007/s43683-020-00032-x

Cited by 11 publications

(12 citation statements)

References 6 publications

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“…Additionally, the need of a multidisciplinary space where biomedical engineering students can meet other healthcare students to resolve situations altogether has been described [17]. These virtual simulation experiences could provide students an interesting approach to everyday clinical situations [18].…”

Section: Radiology Teaching To Biomedical Engineering Studentsmentioning

confidence: 99%

“…This study dates back a few years, and since 2020 the COVID-19 pandemic has changed and continues to change the way of approaching higher education [18], with a large increase in the use of synchronous communication technologies providing a new horizon for teaching in virtual worlds, with acceptance from students and teachers [48].…”

Section: Limitations and Future Perspectivesmentioning

confidence: 99%

See 1 more Smart Citation

Training Scientific Communication Skills on Medical Imaging within the Virtual World Second Life: Perception of Biomedical Engineering Students

Lozano-Durán

Rudolphi‐Solero

Baro

et al. 2023

IJERPH

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Second Life is a multi-user virtual world platform which enables online learning through immersive activities. This study evaluates the perception of third-year biomedical engineering students about learning activities complementary to a biomedical imaging course carried out within Second Life and focused on training in the public presentation of scientific content to their peers. Between 2015 and 2017, students gave oral presentations on medical imaging topics selected from the proposals of their classmates. Participants were invited to complete an evaluation questionnaire. In the three years of the study, 133 students enrolled in the course (48, 46, and 39 consecutively), and 97 of them delivered the questionnaire (48%, 83%, and 92%, consecutively). Attendance at the sessions ranged between 88% and 44%. The students positively value the experiences, especially the teacher, the educational content, and the virtual island environment, with mean scores greater than or equal to 8.4, 7.7, and 7.7, respectively, on a 1–10-point scale. Overall, they valued Second Life as an attractive and suitable environment for their training in science communication skills, in which they gain self-confidence and are less afraid of speaking in public. Second Life enables students to present scientific content effectively to their peers, receiving hands-on training in the tasks of collecting, organizing, and presenting data, with the benefits of remote access, collaborative work, and social interaction.

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Section: Radiology Teaching To Biomedical Engineering Studentsmentioning

confidence: 99%

Section: Limitations and Future Perspectivesmentioning

confidence: 99%

Training Scientific Communication Skills on Medical Imaging within the Virtual World Second Life: Perception of Biomedical Engineering Students

Lozano-Durán

Rudolphi‐Solero

Baro

et al. 2023

IJERPH

View full text Add to dashboard Cite

show abstract

“…Some other programs have had success with intentionally creating virtual shadowing because it allows a greater number of students to benefit from clinical immersion. 16 …”

Section: Novel Initiativementioning

confidence: 99%

“…Some other programs have had success with intentionally creating virtual shadowing because it allows a greater number of students to benefit from clinical immersion. 16 While no assignments were required during the course, the selection of highly motivated students and implementation of preparation and debrief sessions before and after each scheduled lecture or shadow were keys to encouraging high levels of student engagement. Feedback from the student interns responsible for facilitating program activities indicated that students were attentive during all clinical interaction and eager to ask throughout presentations.…”

Section: Schedulingmentioning

confidence: 99%

Clinical Immersion of Undergraduate Biomedical Engineering Students: Best Practices for Short-Term Programs

Moravec

Lothamer

Hoene

et al. 2023

Biomed Eng Education

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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.

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“…Many curricular milestones, such as for example public showcases of final-year design projects, had to quickly be converted into virtual affairs. The transition also had its benefitsindustry representatives who are routinely invited to judge and provide feedback to student teams could more easily attend remotely (Meuth et al, 2020) and engage with student teams (Brennan-Pierce et al, 2020). While previously practitioners were typically sourced from local organizations (Knox et al, 1995), the opportunities afforded by virtual communication technologies point at an increasing role that practitioners can play in engineering design education, including as tutors in the virtual design studio (Nespoli et al, 2021), unconstrained by time and location differences.…”

Section: Practitioners In Engineering Educationmentioning

confidence: 99%

COMPARING ACADEMICS AND PRACTITIONERS Q & A TUTORING IN THE ENGINEERING DESIGN STUDIO

Hurst,

Lin,

Treacy

et al. 2023

Proc. Des. Soc.

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In the design studio, academic (professor) and practitioner tutors provide individual mentoring to students as they progress in their design projects. Prior studies suggest that design practitioners may follow a different design process compared to academics, but little is known about how this difference relates to their design tutoring. This study explores the similarities and differences in tutoring by academics and practitioners. We use a question-asking lens to characterize the tutoring styles of four tutors - two academics and two practitioners - over a five-week design project in an engineering design studio. We find that academic tutors ask questions at a significantly higher rate than practitioner tutors, suggesting a more question-centred tutoring style. We also find that proportionally more of practitioner tutors’ questions are generative in nature, while the academic tutors employ more convergent thinking in their questioning. This may be an indicator of the practitioners' own design thinking, which might be more solution-focused than that of academics. These preliminary findings motivate future investigations of the relationship between differences in tutoring and impact on student design learning.

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Clinical Immersion for Biomedical Engineers: Pivoting to a Virtual Format

Cited by 11 publications

References 6 publications

Training Scientific Communication Skills on Medical Imaging within the Virtual World Second Life: Perception of Biomedical Engineering Students

Training Scientific Communication Skills on Medical Imaging within the Virtual World Second Life: Perception of Biomedical Engineering Students

Clinical Immersion of Undergraduate Biomedical Engineering Students: Best Practices for Short-Term Programs

COMPARING ACADEMICS AND PRACTITIONERS Q & A TUTORING IN THE ENGINEERING DESIGN STUDIO

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