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Developing a Model for Integrating Professional Practice and Evidence-Based Teaching Practices into BME Curriculum.

Aileen Huang-Saad1, Jan Stegemann2, Lonnie Shea2

  • 1Department of Biomedical Engineering, University of Michigan, Ann Arbor, MI, 48109, USA. aileenhs@umich.edu.

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Biomedical engineering (BME) students often struggle to connect diverse coursework to career paths. An Instructional Design Sequence was developed to integrate professional practice, training future educators in evidence-based teaching methods.

Keywords:
Biomedical engineeringOrganizational changeProfessional formationUndergraduate education

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Area of Science:

  • Biomedical Engineering Education
  • Curriculum Development
  • Instructional Design

Background:

  • Undergraduate biomedical engineering (BME) programs integrate diverse disciplines, leading to student concerns about career applicability.
  • Students often feel like "jack of all trades, master of none," struggling to translate academic experiences into professional opportunities.

Purpose of the Study:

  • To address the challenge of integrating BME professional practice into undergraduate curricula.
  • To explore the potential for change, effective strategies, and implementation methods for curriculum innovation.

Main Methods:

  • Developed an Instructional Design Sequence informed by organizational change theory.
  • Students, postdocs, and faculty create short Modules using evidence-based teaching practices.
  • Modules expose BME students to professional practice within the engineering field.

Main Results:

  • Successfully conceptualized and implemented an Instructional Design Sequence.
  • Demonstrated the application of organizational change theory to educational practice.
  • Created a transferable model for integrating career-relevant curriculum and training future educators.

Conclusions:

  • The Instructional Design Sequence effectively integrates BME professional practice into undergraduate education.
  • This model provides a mechanism for enhancing career relevance in engineering curricula.
  • The program trains future educators in evidence-based instructional practices, fostering pedagogical development.