Core Competencies for Undergraduates in Bioengineering and Biomedical Engineering: Findings, Consequences, and Recommendations

White, John A.; Gaver, Donald P.; Butera, Robert J.; Choi, Bernard; Dunlop, Mary J.; Grande‐Allen, K. Jane; Grosberg, Anna; Hitchcock, Robert W.; Huang-Saad, Aileen; Kotche, Miiri; Kyle, Aaron M.; Lerner, Amy L.; Linehan, J. H.; Linsenmeier, Robert A.; Miller, Michael I.; Papin, Jason A.; Setton, Lori A.; Sgro, Allyson E.; Smith, Michael L.; Zaman, Muhammad H.; Lee, Abraham P.

doi:10.1007/s10439-020-02468-2

Cited by 51 publications

(32 citation statements)

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“…Participants of the 2019 Fourth BME Education Summit noted that teamwork is often not explicitly taught, despite being required in many courses. 10 Following the recommendations posed in the BME Education Summit, we sought to instruct students in teamwork and provide them practice opportunities prior to capstone design. 10 The required team norms documents and progress reports resulted in important dialogue between teammates that was often overlooked in previous offerings of the course.…”

Section: Reflectionmentioning

confidence: 99%

“…10 Following the recommendations posed in the BME Education Summit, we sought to instruct students in teamwork and provide them practice opportunities prior to capstone design. 10 The required team norms documents and progress reports resulted in important dialogue between teammates that was often overlooked in previous offerings of the course. The initial team norms document (pre-Covid) revealed that when not meeting face-to-face, 100% of teams planned to use group messaging/texting to communicate.…”

Section: Reflectionmentioning

confidence: 99%

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Promoting Effective Student Teamwork Through Deliberate Instruction, Documentation, Accountability, and Assessment

Rooney

Scott

2020

Biomed Eng Education

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Section: Reflectionmentioning

confidence: 99%

Section: Reflectionmentioning

confidence: 99%

Promoting Effective Student Teamwork Through Deliberate Instruction, Documentation, Accountability, and Assessment

Rooney

Scott

2020

Biomed Eng Education

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“…In fact, for the field of bioengineering in particular, 300 + educators representing over 100 programs recently gathered to discuss current core competencies for undergraduates at the fourth BME Education Summit. 37 For bioengineering students, contextual learning can be used to teach the design of medical devices, which requires an understanding of the device, performance requirements, and use in its native environ-ment. Historically, there has been limited, if any, exposure to the clinical environment in the undergraduate bioengineering curricula, and the design of devices and medical equipment has primarily focused on technical functionality.…”

Section: Introductionmentioning

confidence: 99%

Perspectives on Bioengineering Clinical Immersion: History, Innovation, and Impact

et al. 2020

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Opportunities to provide clinical immersion experiences to bioengineering undergraduate students have expanded over the last several years. These programs allow students to observe the clinical environment in order to better understand workflow processes, the context in which medical equipment is used, and identify unmet needs firsthand. While each program focuses on identifying unmet needs, these experiences vary in content and implementation. Here we discuss features of clinical immersion programs, share details of our program after six years, and present data regarding post-graduation employment of our participants. Students who participated in the University of Illinois at Chicago Clinical Immersion Program are not more likely to pursue careers in industry as compared to non-participants, nor do they demonstrate an ability to find a job more quickly than non-participants. However, participants who did enter into industry self-reported that the program was impactful to both their career interests and ability to find their first employment position.

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“…The field of BLS is of the utmost importance to modern society as it is a fundamental part of medical diagnostics and is thus vital for the running of hospitals and general practitioners [37]. BLS students must be able to perform many procedures with skill, knowledge, and proficiency in order to obtain as accurate analytic results as possible and to avoid contamination or errors of samples [38]. There are calls to improve the skills and productivity of BLS practitioners as well as to expand their role, e.g., by means of using more digital solutions [10].…”

Section: Experiencing Demand For Digital Development In Education Andmentioning

confidence: 99%

Games on Mobiles via Web or Virtual Reality Technologies: How to Support Learning for Biomedical Laboratory Science Education

et al. 2020

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Simulations, serious games, and virtual reality (SSG) applications represent promising support for achieving practical proficiency, but it is difficult to know how to introduce them into a new environment. This paper aims to contribute to a better understanding of introducing new SSGs to a non-computer related educational environment—biomedical laboratory science (BLS) education. By following the choice, construction, and evaluation of a gamified app for practicing phlebotomy (StikkApp), not only the usefulness of the application, but also the general needs and possibilities for supporting SSG applications, are discussed. This paper presents the evaluation of StikkApp through an experimental study examining its use on mobile devices, as a web app and by discussing challenges for a corresponding virtual reality app by BLS students and their teachers. This evaluation focused on questions concerning usage scenarios, technologies, and how the design of the app can be aligned to learning goals necessary for education. By discussing these requirements and possibilities for apps and technology support for using SSG apps for BLS students, this paper contributes to a better understanding of using digital support for sustainable education.

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Core Competencies for Undergraduates in Bioengineering and Biomedical Engineering: Findings, Consequences, and Recommendations

Cited by 51 publications

References 0 publications

Promoting Effective Student Teamwork Through Deliberate Instruction, Documentation, Accountability, and Assessment

Promoting Effective Student Teamwork Through Deliberate Instruction, Documentation, Accountability, and Assessment

Perspectives on Bioengineering Clinical Immersion: History, Innovation, and Impact

Games on Mobiles via Web or Virtual Reality Technologies: How to Support Learning for Biomedical Laboratory Science Education

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