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Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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Teaching Medical Devices through Interactive Innovation: Challenges and Rewards.

Vuk Uskoković1,2

  • 1TardigradeNano LLC, Irvine, California, USA.

Teaching and Learning in Medicine
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PubMed
Summary
This summary is machine-generated.

This study introduces an innovative teaching method for medical device courses. Students co-create the curriculum by selecting and presenting devices, fostering critical thinking and innovation.

Keywords:
Biomedical materialsBloom’s taxonomyengineeringmedical devicesmedicinepharmacy

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Area of Science:

  • Biomedical Engineering Education
  • Interdisciplinary Studies
  • Medical Device Technology

Background:

  • Medical device courses attract students from diverse academic backgrounds with varied interests.
  • Satisfying the learning expectations of all students in such interdisciplinary classes presents a significant challenge for instructors.
  • Traditional teaching methods may not adequately cater to the broad spectrum of student interests in medical device education.

Purpose of the Study:

  • To present a novel instructional method for teaching medical devices.
  • To address the challenge of diverse student interests in interdisciplinary courses.
  • To foster critical and creative thinking skills in students pursuing careers in medical devices.

Main Methods:

  • Students actively participate in co-creating the curriculum by selecting medical devices of personal interest.
  • A threefold presentation structure guides students through foundational concepts, critical assessment, and creative application of knowledge.
  • The method balances rigorous coverage of engineering and medical principles with flexible topic selection based on student interests.

Main Results:

  • The instructional method successfully engages students from varied academic backgrounds.
  • Students develop critical and creative thinking abilities, moving beyond rote memorization.
  • The approach prepares students to be innovation-centered individuals entering the medical device field.

Conclusions:

  • The co-creation curriculum model is effective for interdisciplinary medical device courses.
  • This method enhances student engagement and learning outcomes in diverse academic settings.
  • The approach offers a valuable model for instructors seeking to balance subject rigor with student-centered learning.