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Improving Biomedical Engineering Education Through Continuity in Adaptive, Experiential, and Interdisciplinary

Anita Singh1, Dawn Ferry2, Susan Mills2

  • 1Biomedical Engineering, School of Engineering, Widener University, Chester, PA 19013 e-mail: .

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Summary

Biomedical engineering students enhanced adaptive expertise through clinical immersions. Interdisciplinary collaboration in courses improved problem-solving skills and understanding of healthcare professionals, leading to better patient safety solutions.

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Area of Science:

  • Biomedical Engineering Education
  • Interdisciplinary Learning
  • Experiential Learning

Background:

  • Traditional biomedical engineering (BME) curricula often lack direct clinical exposure.
  • Integrating active and experiential learning is crucial for developing adaptive expertise in engineering students.
  • Understanding the roles of healthcare professionals is vital for effective medical device development.

Purpose of the Study:

  • To develop and evaluate a series of BME courses incorporating active and experiential learning within an interdisciplinary environment.
  • To enhance engineering students' adaptive expertise and problem-solving skills through clinical immersion.
  • To foster collaboration between engineering and nursing students for improved healthcare solutions.

Main Methods:

  • Students participated in simulation labs using nursing mannequins to identify biomechanical challenges.
  • Engineering students collaborated with nursing students in clinical settings to identify unmet needs and propose engineering solutions.
  • Capstone projects allowed students to implement solutions developed in prior courses (BME465, BME448).

Main Results:

  • Clinical immersion in a biomechanics course improved adaptive and experiential learning.
  • Partnerships with nursing students in medical device courses enhanced real-world problem-solving and interdisciplinary understanding.
  • The integrated curriculum fostered continuous active and experiential learning, improving professional practice and healthcare understanding.

Conclusions:

  • A series of BME courses with clinical immersions and interdisciplinary teams effectively integrates active and experiential learning.
  • This approach enhances engineering students' professional practice, adaptive expertise, and understanding of healthcare roles.
  • The study demonstrates a successful model for improving healthcare and patient safety through engineering education.