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BioMEMS: Forging New Collaborations Between Biologists and Engineers

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Published on: November 1, 2007

Implementation of an Experiential Service-Learning Course in Biomedical Engineering Design for Undergraduate

Justyn Jaworski¹, Michael Cho¹

¹Department of Bioengineering, University of Texas at Arlington, Arlington, TX, USA.

Biomedical Engineering Education

|March 4, 2024

Summary

Biomedical engineering students gain essential professional skills through a new service-learning course. This program integrates practical design experience, civic engagement, and community partnerships to prepare future leaders.

Keywords:

Bioengineering Community engagement Design course Service learning Team-based Undergraduate

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Published on: November 1, 2007

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Published on: September 19, 2018

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Published on: December 9, 2022

Area of Science:

Biomedical Engineering Education
Experiential Learning
Service-Learning

Background:

Curriculum design for biomedical engineers faces challenges due to unique training needs.
Practical, experiential learning is crucial for developing professional skills in undergraduate biomedical engineers.
There is a need to equip students with skills for leadership in engineering, medicine, and business.

Purpose of the Study:

To provide an example of incorporating experiential learning into the biomedical engineering curriculum.
To introduce a service-learning course for sophomore students focusing on the biomedical engineering design process.
To prepare students for developing technologies that address public health needs and community requirements.

Main Methods:

Implementation of a new service-learning course for sophomore biomedical engineering students.
Student teams engaged in designing, building, and testing novel devices based on community partner needs.
Focus on team-based design, analyzing real-world problems, and interacting with community partners.

Main Results:

Students developed technologies addressing unmet community needs and public health issues.
The course fostered the development of professional skills through interaction with community partners.
Students demonstrated increased social awareness in designing technologies for societal improvement.

Conclusions:

The service-learning course effectively integrates experiential learning and civic engagement into the biomedical engineering curriculum.
Community partnerships are vital for enhancing student professional skill development and understanding real-world problems.
This approach prepares students to become leaders who design socially responsible and community-accepted technologies.