Exploring the Intersection of Engineering and Medicine Through a Neuroscience Challenge Laboratory

Area of Science:

• Medical Education
• Biomedical Engineering
• Curriculum Development

Background:

• The evolving landscape of medicine necessitates medical professionals with adaptable technical and contextual skills.
• Integrating engineering principles into medical education is a key strategy to foster these abilities.
• The Carle Illinois College of Medicine exemplifies this integrated approach through active learning modules.

Purpose of the Study:

• To evaluate student perceptions of the Neuroscience Engineering Challenge Lab.
• To identify areas for enhancement within the active-learning curriculum, specifically design thinking labs.
• To assess the impact of the lab on students' quantitative, innovative, and entrepreneurship skills.

Main Methods:

• A paired samples t-test was employed to analyze pre- and post-survey data.
• Student understanding of the design thinking process was assessed.
• Gains in understanding ideation tools, user-centered design, and business plan pitching were measured.

Main Results:

• No statistically significant improvement in understanding the design thinking process was observed (p=0.052), likely due to students' engineering backgrounds.
• Significant increases in understanding ideation tools (p=0.003) and user-centered design concepts (p=0.004) were noted.
• Students reported enhanced preparedness for IDEA and Capstone projects (p=0.010) and business plan pitching (p=0.027).

Conclusions:

• Active learning, exemplified by the Neuroscience Engineering Challenge Lab, effectively boosts medical students' confidence and application of specific innovation skills.
• The curriculum should incorporate more active learning opportunities to develop and apply innovation skills.
• Engineering-based medical education can successfully cultivate essential skills for future physicians.