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Core Competencies for Undergraduates in Bioengineering and Biomedical Engineering: Findings, Consequences, and

John A White1, Donald P Gaver2, Robert J Butera3

  • 1Department of Biomedical Engineering, Boston University, Boston, MA, USA. jwhite@bu.edu.

Annals of Biomedical Engineering
|February 7, 2020
PubMed
Summary

Biomedical engineering (BME/BIOE) core curricula are evolving, emphasizing interdisciplinary skills and problem-solving to prepare graduates for industry careers. Data science and enhanced engagement methods are key for future BME/BIOE education.

Keywords:
Biomedical Engineering CurriculumBiomedical Engineering DesignBiomedical Engineering EducationBiomedical Engineering Research

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Area of Science:

  • Biomedical Engineering Education
  • Curriculum Development
  • Engineering Pedagogy

Background:

  • The Fourth BME Education Summit convened over 300 faculty from 100+ undergraduate programs to discuss core biomedical engineering (BME/BIOE) curricula.
  • Discussions centered on six key questions regarding curriculum components, industry preparedness, design's role, analytical methods, data science integration, and essential experimental skills.

Discussion:

  • BME/BIOE core curricula have matured, integrating interdisciplinary topics like physiology, instrumentation, mechanics, programming, and mathematical modeling.
  • Departments differentiate through specialized sub-fields, balancing core knowledge with unique program identities.

Key Insights:

  • Industry values BME/BIOE graduates for problem-solving and communication skills, fostered through open-ended projects addressing healthcare needs.
  • Senior design projects distinguish graduates by developing client-centered engineering solutions for healthcare challenges.

Outlook:

  • The BME/BIOE curriculum is dynamic, with data science poised to become increasingly integral to student training.
  • Future pedagogical efforts will focus on enhancing student engagement and adapting to evolving industry demands.