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BioMEMS: Forging New Collaborations Between Biologists and Engineers
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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
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.
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.
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