Efficacy of Clinical Simulation-Based Training in Biomedical Engineering Education

Abstract

The need for biomedical engineering (BME) students to be trained in real-world healthcare settings, where most medical device industry emerges, is imperative. Clinical immersion helps accomplish this training goal. However, the growing student population in the field of BME and a shortage of clinical collaborators offer serious limitations to the clinical immersion experience. This paper describes the use of a clinical simulation-based training (SBT) tool in BME education as an alternative resource to the real-world clinical immersion experience. Through the inclusion of simulation labs in BME courses, we assessed their efficacy in need-finding and enhancing students' understanding of the current challenges of existing medical technology. We also explored the possibility of offering cross-disciplinary learning environments in these simulation labs, including engineers and students from other healthcare disciplines such as nursing. Simulation labs served as a helpful tool in the need-finding phase of the design process, and the immersed students reported higher adaptive and life-long learning outcomes. Students also reported the simulation lab immersion to be valuable to their future goals as engineers. Furthermore, the SBT labs offered repetitive training in a controlled learning environment, inclusion of an interdisciplinary setting, and feedback through student reflections. The inclusion of simulation lab immersion and SBT labs in the two BME courses served as an useful and alternative educational tool that helped train students to better understand the needs of the healthcare industry while working in interdisciplinary settings.

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

“…Table 1 lists the clinical immersion programs funded through NIH/NIBIB R25 ''Team-Based Design in Biomedical Engineering Education''. 2,7,12,15,[17][18][19]23,31,32,34,40 Many of these programs have been informed by the Biodesign Program at Stanford University. 6 The Biodesign program consists of several components, including a 10-month Innovation Fellowship for participants who have relevant prior experience and/or advanced degrees in STEM, healthcare, business, law, or design, 33 and courses at both the graduate and undergraduate levels.…”

Clinical Immersion for Biomedical Engineers: Pivoting to a Virtual Format

“…Clinical simulation-based training has been found to be a valuable tool for BME students to practice hands-on real-world needs finding and device development. 2 CI programs for BME students help students feel better prepared for their capstone design experience, 3 promote a strong understanding of user centered design, 3 , 5 an improved ability to work with clinicians to define unmet needs, 4 , 5 and positive impacts on the students’ career interests and ability to find their first employment position. 6 To bring CI opportunities to more BME students, NIH/NIBIB has provided funding to create these programs at more than 25 institutions across the United States through the R25 “Team-Based Design in Biomedical Engineering Education”.…”

Effects of Prestretch on Neonatal Peripheral Nerve: An In Vitro Study

“…In conclusion, the current study is the first to report the failure responses of neonatal BP and tibial nerves when subjected to varying magnitudes and durations of prestretch. The reported data provide novel insights into nerve injury thresholds that can be incorporated in existing teaching and future 40 41 42 43 44 45 46 47 48 finite element and computational models of neonatal peripheral nerve injury. Future studies investigating the effects of prestretch magnitude and duration on functional outcomes using an in vivo model will provide further insight 49 into stretch-related peripheral nerve injury mechanisms and extend the translational scope of the current findings.…”