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How to teach artificial organs.

Conrad M Zapanta1, Harvey S Borovetz, Michael J Lysaght

  • 1Department of Biomedical Engineering, Carnegie Mellon University, Pittsburgh, Pennsylvania 15213, USA. czapanta@cmu.edu

ASAIO Journal (American Society for Artificial Internal Organs : 1992)
|August 27, 2011
PubMed
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This article introduces three effective teaching strategies for artificial organs, a crucial but often neglected area in bioengineering education. These methods help meet Accreditation Board for Engineering and Technology (ABET) criteria for engineering programs.

Area of Science:

  • Bioengineering Education
  • Biomedical Engineering Curriculum
  • Artificial Organ Technology

Background:

  • Education in artificial organs is frequently overlooked within bioengineering and biomedical engineering programs.
  • There is a need for structured approaches to integrate artificial organ concepts into academic curricula.
  • Existing courses may not adequately cover the interdisciplinary nature of artificial organ development.

Purpose of the Study:

  • To present and describe three distinct pedagogical approaches for teaching artificial organs.
  • To provide a resource for educators seeking to implement or enhance artificial organ courses.
  • To highlight the relevance of artificial organ education to Accreditation Board for Engineering and Technology (ABET) criteria.

Main Methods:

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  • Description of three distinct teaching methodologies for artificial organs.
  • Focus on practical application and theoretical integration.
  • Alignment of course content with established engineering accreditation standards.

    • Main Results:

    • The article outlines three viable teaching strategies for artificial organ courses.
    • These strategies are designed to be adaptable for integration into existing bioengineering curricula.
    • The described approaches facilitate fulfillment of ABET criteria for bioengineering and biomedical engineering.

    Conclusions:

    • Implementing these teaching approaches can significantly improve artificial organ education.
    • The proposed methods offer a framework for institutions to develop robust artificial organ courses.
    • Enhanced artificial organ education is essential for training future bioengineers and meeting accreditation standards.