Work in Progress: The Incorporation of Hands-On, Team-Based Design Challenges in a Large Enrollment Introductory Biomedical Engineering Course

Choi, Jaewon

doi:10.18260/p.27042

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…While a needs-based approach is common, content and implementation varies. 1,2,8,12,15,[17][18][19]21,23,28,30,34,38,40 Program content is scoped to leverage institutional strengths and emphasize selected areas of focus such as technology transfer, commercialization, FDA regulatory considerations, insurance reimbursements, or intellectual property. Further, some programs foster interdisciplinary teamwork among engineering disciplines (undergraduate and graduate), business, nursing, and medical students.…”

Section: Clinical Immersion Programs Across the Usmentioning

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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Section: Clinical Immersion Programs Across the Usmentioning

confidence: 99%

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

et al. 2020

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“…Additional positive outcomes are increased self-esteem, personal asset identification, and a gained appreciation of diverse perspectives [5]. Providing students with the opportunity to reflect on key areas of teamwork, such as communication, task management, and cooperation, can increase the effectiveness of team work [6].…”

Section: Literature Reviewmentioning

confidence: 99%

Board 20: Work in Progress: Biomedical Prototype Design in Collaborative Teams to Increase Students' Comprehension and Engagement

Lenz¹,

Y.²,

Svihla³

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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“…This is due to both the increasing demand from industry as well as the growing expectation that biomedical engineers will continue to play a significant role in the growth and innovation of new biomedical technologies [2]. Significant curricular efforts have been made to strengthen these skills throughout our department's undergraduate experience, which includes both paper-based and prototype-based design activities centered on the engineering design process [3]. The impact of these efforts however on the development and use of problem solving in the context of design, or design thinking skills, has yet to be determined.…”

Section: Introductionmentioning

confidence: 99%

An In-depth Analysis of Open-ended Biomedical Engineering Design Problems and the Role of Metacognition in Their Solutions

Yssels¹,

Crowder²,

Gulacar

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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Hannah Yssels is a fourth year biomedical engineering student at UC Davis, specializing in medical devices. She is currently a research assistant to Jennifer Choi, PhD, investigating problem solving performance and thedevelopment ofdesign thinkingskills in biomedical engineering. She has also assisted in the Heinrich Lab, researching the characterization of monocyte membrane protein populations. Hannah is a three-time finalist in the UC Davis Biomedical Engineering Society's Make-a-Thon medical device design and prototyping competition. Dr. Marina Crowder Marina Crowder is currently Teaching Faculty in the Department of Molecular and Cellular Biology at UC Davis. In addition to teaching core undergraduate courses, Marina is aimed at understanding how to better support the development students' problem-solving skills. She has interests in graduate student teaching professional development, effective supplemental instruction models at the upper-division level, and improving the success of transfer students in STEM. Prior to joining UC Davis, Marina taught at Laney Community College and was a postdoctoral fellow in the laboratory of Dr. Rebecca Heald in the Molecular and Cellular Biology Department at UC Berkeley. She received her doctoral degree in Biochemistry, Molecular, Cellular and Developmental Biology and B.S. degree in Genetics, both from UC Davis.

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Work in Progress: The Incorporation of Hands-On, Team-Based Design Challenges in a Large Enrollment Introductory Biomedical Engineering Course

Cited by 3 publications

References 2 publications

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

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

Board 20: Work in Progress: Biomedical Prototype Design in Collaborative Teams to Increase Students' Comprehension and Engagement

An In-depth Analysis of Open-ended Biomedical Engineering Design Problems and the Role of Metacognition in Their Solutions

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